The Status of Women’s Leadership

The status of women’s leadership within the last decade has been slow to make gains in executive level leadership. While American women are now earning the majority of all undergraduate degrees at 57%, master’s degrees at 60%, and 52% of all doctoral degrees, women still find themselves highly qualified, yet underrepresented in the Fortune 500 (The Chronicle of Higher Education, 2014). However women do find opportunities to advance to middle management (Eagly & Carli, 2007). Women continue to experience gender discrimination through exclusion to the informal networks that men build through social networks and informal networks. According to Kellerman and Rhode (2007), women still hold “an outsider status in the corporate world” (p.388). 

In the next 10 years, women will continue to gain “firsts in leadership positions.” I truly believe that we will see men taking on more active roles in assisting women to attain higher level leadership roles. Recent research conducted by the organization Catalyst (2014) suggested that the more men knew about gender stereotypes and biases, the more willing they were to help with gender initiatives in the workplace. In addition, I think the number of women earning college degrees will continue to surpass men. I do think because there has been a recent call for transformational leadership in a growing service industry and global marketplace, the leadership styles of successful women-a blend of communal and agentic- will also be in demand in the next decade (Eagly & Carli, 2007). 

Two skill sets that I need to improve upon are increasing my social capital with people outside of the education discipline and expanding my utilization of new technological tools. Participating in the Ed.D. program has given me an appreciation for an interdisciplinary perspective into most things that I undertake in the professional sense. In improving my social capital, I will have access to information and professional knowledge in other parts of the economy and society. Individuals with more social capital or “habits of cooperation” are likely to have better health, happiness, and higher income potential than those individuals with lower social capital (Shirky, 2008, p. 192). As a future leader, I will need to stay current with tools of technology-which seem to change quite frequently with modifications. By staying up-to-date with new tools of technology, I will be better able to select tools that will keep my organization more competitive in a global market. 

Not all professions have mentors that are provided by their employer for several years while on the job training. However in some school districts, teachers new to the profession or district are assigned a star teaching mentor for the first two years. This mentor is a former classroom teacher who was given the duties of mentoring new teachers because they exceeded expectations as educators. In addition, the star mentor’s peers nominated them because they felt that their colleague’s talents and abilities should be shared with new teachers. I would say to a new teacher that they should keep a list of pieces of advice, resources, and observations of successful educators. In addition, I would encourage the teacher to develop their social capital with both genders and to stay connected with people in other types of work. As elementary educators, we are highly engaged in developing trusting relationships with students, parents, colleagues, and community members. Building relationships at all  levels of a network is crucial to gaining support and resources needed for success (Eagly & Carli, 2007). Because new teachers have three-year probationary periods before they are granted continuing teacher status-which is attaining tenure-teachers must excel and demonstrate outstanding professional growth on teacher evaluations. Teachers who “go above and beyond” in the classroom, have mentors, volunteer for high-visible projects, and network with other powerful persons in the learning institution will be more likely to gain tenure (Carli & Eagly, 2007). 

References:

Catalyst. (2010, November 30). Engaging men in gender diversity initiatives. Retrieved fromhttp://www.catalyst.org/knowledge/engaging-men-gender-diversity-initiatives

Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston, MA: Harvard Business School Press.

Kellerman, B. & Rhode, D.L. (2007). Women & Leadership: The state of play and strategies for change. San Francisco, CA: Jossey-Bass.

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin

The Chronicle of Higher Education. (2014). 2013-14 AAUP faculty salary survey. Retrieved from http://chronicle.com/article/2013-14-AAUP-Faculty-Salary/145679/#id=139755

 

 

Jun 20, 2014 10:52am

 

Jacqueline Booth (JD)

 

Is There Still a Glass Ceiling?

Booth Week 1 “Is There Still a Glass Ceiling?”

With women still representing less than 1% of the executive leadership in the Fortune 500, the metaphor used in the article Glass Ceiling may still have some relevance in the 21^st century work place. American women own over half of U.S. small businesses- making up over 40 percent of all firms held by private owners (Eagly & Carli, 2007, p. 19). While women have made significant gains in managerial positions in industries such as retail, hospitality, education, and office administration, few females will ever gain entrance into leadership positions of the  “corporate elite” (p.21). There is no doubt, that women hold leadership positions of power in government, higher educational institutions, law firms, business, healthcare, foundations and the military. The presence of women in every industry does indicate that progress has been made in the last century; however the progression for women to reach the summit in leadership is not fast. In fact, women who have felt that their promotions would not occur in a timely fashion left corporations to start their own businesses.

I was surprised to find that women left corporate America to lead their own businesses. In fact, I was basing the departure of women from big business under the stereotypical assumption that women wanted to stay home and care for children. Although men are seemingly more involved with children than earlier generations, Eagly (2010) stated that women do share most of the childrearing responsibilities. Also it was disappointing to learn that while many women are promoted to mid-level managerial positions in certain industries, only a limited number would see the corporate boardroom. For example, very few high level opportunities exist for women. In fact, it was disappointing to learn that women did not exist in positions below the top leadership level. The lack of women in leadership positions in the Fortune 500 and law firms may have a negative impact on women in lower level jobs within a company’s hierarchy (The White House, 2009).

My own experiences with leadership involved my leaving the workforce after my second child was born. Fortunately, I was only absent from teaching for three years and found a teaching job soon after my daughter began preschool. I had not intentionally planned a longer absence than three years. Upon my return to work, some of my male colleagues had attained positions of leadership by receiving master’s degrees in administration. Eagly (2010) suggested that when women left work to care for children, no ladder existed to assist women on the climb to promotions and leadership. I attended school over the course of two years to earn my administrative degree. During this time, my husband was deployed as a military pilot, I was working 70-hour weeks, and I still had to care for my two children. I found myself working extra hours to try to exceed expectations of my male counterparts-just to attain more leadership roles. With some terrific mentors, I was able to successfully obtain my administrator’s license. Both my mentors were men, but seemed highly devoted to my success in achieving my objectives as an interning administrator. I actually adapted to the concepts of embracing my femininity and taking on some good masculine traits in my leadership style. Eagly (2010) stated that transformational leadership style combined the highly effective leadership traits of both males and females to be successful.

 

References

Eagly, A. (2010). Bigthink interview with Alice Eagly. Retrieved from http://bigthink.com/videos/big-think-interview-with-alice-eagly

Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston, MA: Harvard Business Review Press.

The White House. (2009). The White House project report: Benchmarking women’s leadership . Retrieved from http://www.benchmarks.thewhitehouseproject

 

Leading in a Digital Age

The technological tools of the 21^st century have had an enormous impact on the way individuals communicate with one another. As individuals change the way they communicate, so does their ability to alter society (Shirky, 2008, p. 17). Thus as the world became more digitalized, the Internet and the tools of technology made the Earth seem smaller as it enabled large corporations and individuals to communicate and do business with each other. It was also much easier for companies to look for low cost labor and industry professionals in other countries-creating a worldwide network of commercialism (Friedman, 2007, p. 75). Thanks to a very open Internet, human beings across the planet have the chance to connect with information and tools to learn and create with an abundance of knowledge-creating a flattened world. For the U.S. businesses to remain competitive in a global market, Friedman (2007) stated that we remain “as open and flexible” to change (p. 330).

We live in an age where tools of communication are evolving at a quick rate and have the capability of aligning with our own “social capabilities” (Shirky, 2008, p. 20). For example, individuals may now organize collectively to take action-where as in the past big corporations and academic institutions solely possessed these abilities. As the cost of publishing has crumbled, people also have the ability to publish their own work (Shirky, 2008, p.70). With the rise of social media, the most efficient way to filter material became a “publish-then-filter” protocol (Shirky, 2008, p. 98). Furthermore, new tools allow larger groups to collaborate-when people must coordinate efforts to get things done. Shirky (2008) proclaimed that freedom was the driving force behind “mass amateurization” overcoming the challenges of technology to participate (p.123).

Social tools are also allowing people to do great kindnesses for strangers-much more so than was ever possible in the past. Individuals with more social capital or “habits of cooperation” are likely to have better health, happiness, and higher income potential than those individuals with lower social capital (Shirky, 2008, p. 192). In the early days of on-line communication, individuals who met others on-line were not likely to interact with people off-line. Now those we interact with on-line are more likely a part of our real world. Shirky (2008) stated that there was no perfect formula for devising a winning social tool; instead he offered the theory that the successful use of social tools needed a “promise, tool, and a bargain” (p.260-261). People would first establish a premise for joining a particular group-or the promise. Next, users would examine how using the new social media tool would overtake the obstacles of joining the group. The “bargain” is the anticipated rules for adopting the tools (Shirky, 2008, p. 260). As individuals are asked to adopt new tools, the tool must present something of greater efficiency and less time involved than current tools being utilized. It is when we no longer notice tools being used, that they have truly been adopted (Shirky, 2008, p. 321). For example, if a group of patients is sitting in a doctor’s office when they hear a ringtone go off in the waiting room, they are not alarmed by the sound. The sound is familiar and most will not be alarmed because they are assuming it is a cell phone ringing.

Leading in a digital age involves a personal responsibility for developing an awareness for emerging technologies that may enhance the capabilities of one’s institution. Jarche (2010) mentioned that the real learning in organizations took place as groups were working and learning within a connected network. In addition, social learning focused more on producing better performance results (Jarche, 2010). The value in leaders being active participants in using new emerging tools, encouraging social learning, and staying connected with networks of high social capital, enables leaders to better recognize when new adaptations should be made as a result of  changes in the internal and external environments (Jarche, 2010). In this digital age, every leader should take a personal responsibility for learning how to use new tools that enhance and produce high performance results for their organization.

References

Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century (3rd ed.). New York: Picador.

Jarche, H. (2010). A framework for social learning in the enterprise. Retrieved from http://www.jarche.com/2010/02/a-framework-for-social-learning-in-the-enterprise/

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin Publishing, Inc.

 

 

Value of Futuristic Technology

Value of Futuristic Technology

Television has historically been society’s way of sharing live events together. With the emergence of new technologies, individuals now have greater control over the selection of programming, time, and place to view broadcasts (Lotz, 2007). Many experts believed that radio would die in popularity when television appeared and entered nationwide and worldwide markets. However, radio simply revolutionized. For instance, cars were built with radios to listen to music, news, sports, and entertainment. As the Internet appeared, both radio and television accommodated the needs of its viewers with new capabilities-like surfing the Internet on a large flat screen television, downloading movies, or listening to satellite radio off the television or in the car.

Our favorite tools stay around or revolutionize in world markets because we find them useful. If our habits change, we either change the tools we have for better utilization or society adopts new tools (Shirky, 2008). The tools of the Internet are constantly changing. Those tools that survive are effective because:

• there were good reasons for individuals to use the tool
• the tool removes the complications of how we use the tool on the Internet to serve our purposes
• mutual expectations are set for using the tool (Shirky, 2008).

Time is also an invaluable commodity. When individuals are introduced to new technological tools, they consider how this tool will impact their personal time. Not only must the new tool offer something that does not take up more personal time, it must hold greater value than it already holds with another tool (Shirky, 2008).

There are endless possibilities that may develop with the Internet over time. For instance, we may see the Internet become 3D for users in education, science, medicine, law enforcement, military intelligence, and the federal government. A classroom teacher may wish to read a story to her students and select pictures from the book that would appear in 3D for students to experience. Scientists may select images and models in 3D when demonstrating experiments to colleagues. Physicians might be able to pull up 3D images of lab results or models when diagnosing or explaining things to patients. Imagine viewing a crime scene in 3D to help with forensics or for evidence in court. As military intelligence gains video surveillance, this video footage can be utilized in 3D mode to determine the importance of intelligence gathered. Furthermore, the federal government may be able to offer more transparency by broadcasting legislative sessions and meetings with leaders, take virtual tours in 3D of the nation’s capital, and examine federal documents with great ease. Shirky (2008) stated that when we enhance existing tools, we open up a vast new realm of possibilities in the world for users. 

References

Lotz, A. D. (2007). The television will be revolutionized. [Adobe Digital Editions]. Retrieved from http://www.questia.com

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin Publishing, Inc.

 

Ethical Digital Issues for Healthcare Administrators

Digital Ethical Issues for Health Care Administrators

For many decades, patient records have been kept in medical facilities to maintain information collected on individuals who have seen healthcare professionals. As we have moved into a new decade in the 21^st century, the practice of maintaining digital records is becoming more common. While healthcare administrators thoughts concerning records in the beginning of the 21st century were focused on the privacy and secure storage of patient records, concerns by the year 2014 are now moving towards the digital ethical issues for health care administrators. As technology handles the tasks of assisting healthcare professionals with notes, procedural diagnostics, and confidential patient information, the subject of maintaining patient privacy in a digital environment emerges (Cox, 2001). Healthcare administrators have the responsibility of ensuring that patient records and all healthcare documents are kept confidential (Anderson, 2008).

Patient Rights Legislation

Current legislation for patients’ rights is located in the Health Insurance Portability and Accountability Act of 1996 (HIPAA). A patient’s protected health information (PHI) is to be maintained by the health care institution or agency for which the patient has received treatment or service. The Department of Health and Human Services (DHHS) has created a framework for healthcare institutions and organizations to follow in upholding the privacy and security for a patient’s PHI. Patients have the right to:

• access their PHI in a timely manner
• dispute any inaccuracies in their patient records and have corrections made if needed
• receive information about the healthcare institution’s policies and practices for maintaining patient privacy (Hosek & Straus, 2013)

Ethical Concerns

Ethical concerns when using digital communications to process and store a patient’s record, documents, and personal information arise due to several issues. Some of the issues involve mishandling electronic data in unsecured network databases, intentional sharing of patient health information with unauthorized parties, not maintaining a patient’s proper identity, and failure to exercise transparency of policies and procedures with patients.

Securing Patient Privacy

As healthcare institutions continue to adopt the use of technology in medical facilities, it has been suggested in recent studies that healthcare administrators preserve a patient’s privacy by instilling and fostering a culture of responsibility, transparency, and accountability in the workplace. Steps should be in place for verifying that the patient being treated has had accurate notes, test results, and diagnoses entered in the correct record. In addition, no disclosure or sharing of a patient’s personal information may be shared with other individuals, outside agencies, institutions, or enterprises without patient or guardian consent (HIPAA).

Maintaining Proper Identity

Healthcare administrators are tasked with ensuring that a patient’s identity is properly maintained. For instance, as individuals are seen in healthcare facilities, they may be issued a number that corresponds with their personal information. These numbers should be properly stored and entered correctly so that the correct data is entered for patient diagnosis, treatment, and procedures. In the modern digital age, hospitals are now using scanners to enter such things as prescriptions given, procedures done, and treatments provided-all by scanning a patient’s wrist bracelet for a matching identification barcode- with the patient’s medical identification number. The use of the medical identification number is intended to prevent unauthorized individuals or parties from obtaining personal information.

Ethical Digital Issues

Because so much personal information for patients is stored in databases in healthcare facilities, healthcare administrators may put patient privacy and identity at risk by:

• removing confidential information from work premises or accessing patient information off-site in unsecure locations
• sharing patient data and personal contact information with drug companies, medical equipment sales, and other for profit industries
• not establishing an accountability process for healthcare professionals and employees when handling patient privacy and identity throughout the medical documentation (also not ensuring accuracy)
• not having transparent practices with patients concerning financial charges, billing practices, procedures, privacy laws, and consent
• not arranging for the secure access and storage of healthcare records

 

Without proper consideration of the HIPAA rules and how technology has changed the habits in the workplace, employees may also present problems in the workplace by using cell phones for personal gain. For instance, some healthcare employees have taken pictures with celebrities in the hospital or tweeted on Twitter healthcare updates of these individuals without consent. In addition, some trauma patients have had their pictures taken by employees. These pictures travel around the Internet without the patient’s consent. Healthcare administrators should ensure that their work environment follows established laws, policies, and guidelines for ensuring patient privacy and identity when using technology.

 

 

References

Anderson, H. (2008). Ethical issues in health administration. Retrieved from http://www.ehow.com/info_8213987_ethical-issues-health-administration.html

Cox, R. J. (2001). Managing records as evidence and information. Westport, Connecticut: Quorum Books.

Hosek, S. D., & Straus, S. G. (2013). Patient privacy, consent, and identity management in health information exchange: Basics for the military health system. Santa Monica, CA: Rand.

 

Technology’s Impact on Connected Collaboration in Public Schools

Is “open” a given in leadership today? Very few jobs of the future will be able to sustain themselves in large institutions without the ability to be connected to others (Brock, 2011). Not all sectors of the economy would be able to participate in “open” collaborative connectedness and sharing-for reasons of privacy, security, and profitability. Public schools have benefited by the installation of the Internet and the tools of technology that have been adopted to record keep, word process, communicate, instruct, research, assess, publish, and collaborate. In fact, since the appearance of the Internet in public schools, educators have been joined collectively in sharing best teaching practices across the nation and the globe. One of these best practices is the method of using collected student achievement data to drive effective classroom instruction.

As teachers began to implement best practices, technological tools were embraced because the behaviors were adopted (Shirky, 2008). For example, educators began to use Clickers to assess student learning. Clickers are remote devices that contain a number that corresponds with a student’s name and device number on an electronic roster monitored by the instructor. Students may immediately respond to questions posed by the educator before, during, and after the lesson is taught (Engaging Technologies, 2014).  The original purpose of the tool was to assess before and after the lesson was taught. However, as the ability to share information grew, so did the ability of teachers working together on effective classroom instruction with Clickers (Shirky, 2008). The use of Clickers evolved into assessing student learning mid-lesson and adjusting instruction based on student responses. As a result of the connected collaboration that teachers experienced while learning to use Clickers, the community of teacher learners grew out of necessity to learn to use the tool.

The jobs of the future will undoubtedly be ones that promote innovation, creativity, communication, and a connectedness that is not defined by geographical boundaries or 20th Century institutional leadership practices (The Economist, 2014). To lead in the 21st Century, leaders may have demands placed on them to be more mindful about the process of collaboration and how it is changing the definition of work in institutions and organizations. Moreover, leaders may also be challenged to become better listeners and offer more transparency and accountability in the workplace-as the nature of work changes (Brock, 2011).

References:

Brock, A. (2011). New economy, new wealth. Prezi. Retrieved from: http://prezi.com/xmzld_-wayho/new-economy-new-wealth/

Engaging Technologies. (2014). Assessment with Clickers: Formative-summative. Retrieved from: http://www.engaging-   technologies.com/assessment-with-clickers.html

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin Publishing.

The Economist. (2014). Technology and jobs: Coming to an office near you. Retrieved from: http://www.economist.com/news/leaders/21594298-effect-todays-technology-tomorrows-jobs-will-be-immenseand-no-country-ready

Knowledge Management Practices: A Shift in Social and Cultural Changes

Knowledge Management Practices have shifted with social and cultural changes. Looking back in 1995, information was stored in warehouses, libraries, and databases. Search engine features were less sophisticated and information gained was acquired through explicit knowledge (Dixon, 2009). In the year 2000, the World Wide Web grew and created greater connectivity. Peers had the ability to form communities, learn together, and share their experiences. Tacit knowledge drove the environment on the web and knowledge management became an environment of managing experiences (Dixon,  2012). From 2005 to the present, search engines have reached a higher level of sophistication and organization. Today there is such a free flow of information saturating the Internet, that managers encounter problems when trying to develop strategies in solving complex issues (Dixon, 2012). These complex issues range from globalization, speed of technological change, and the diverse nature of organizations (Dixon, 2012). Possible solutions to these problems include gathering and utilizing  diverse cognitive perspectives, integrating the organizational knowledge, and increasing transparency within the organization (Dixon, 2012).

Likewise, organizations are experiencing a cultural demand for social learning. Because human beings have an innate need to gather, share, and exchange ideas in a social manner, business and institutional cultures are encouraging social learning through networks (Jarche, 2010). Social learning is important because human beings have the need to connect with others. By connecting with others, things make sense, employees may adapt to  business and technological change together, and organizations might get better feedback from their internal and external environments (Jarche, 2010). While social learning is occurring within organizations, Jarche (2012) stated that “knowledge sharing, teamwork, informal learning, and joint problem-solving”  were all things that needed to be cultivated simultaneously. Thus, the focus on social learning shifts to emphasize how these groups within organizations are working, sharing knowledge, and producing results.

Organizations of today are faced with the challenges of supporting and monitoring the use of social media in the workplace. Recent studies involving Knowledge Management Professionals, suggested that the use of social media increased the cognitive diversity of the knowledge obtained, brought value to conversations, and fulfilled the need for individuals to participate in particular discussions for professional growth (Dixon, 2009). Shirky (2008), commented that as tools used by society become boring or fade into the background, that is when true change has occurred. Organizations may soon be approaching the time when these tools are invisible and social media is integrated into much of our daily lives. As our social tools change, they may provide challenges or even greater obstacles to social learning and managing information. Because so many people have the ability to publish information on a massive scale, filtering information before publishing presents complex problems for today’s traditional media. Publishing and then filtering seems only logical with the current amount of amateur and professional publishing through social media (Shirky, 2008, p.98).

References:

Dixon, N. (2009). Where knowledge management has been and where it is going. Retrieved from:

http://www.nancydixonblog.com/2009/05/knowledge-management-where-weve-been-and-where-were-going—part-two.html

Dixon, N. (2012). The three eras of knowledge management. Retrieved from: http://www.nancydixonblog.com/2012/08/the-three-eras-    

of-knowledge-management.html

Jarche, H. (2010). A framework for social learning in the enterprise. Retrieved from: http://www.jarche.com/2010/02/a-framework-for-social-

learning-in-the-enterprise/

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York, New York: Penguin Books.

Stop Saying I’m Blessed??

Say Hello to “TRELLO” an Interactive Organizational Tool

This is how a TRELLO account page looks.

Digital tools that are useful to our everyday lives are perks-especially if these tools are simplistic in nature and integrate with our daily routines. “TRELLO” is an organizational tool for personal, social, and business use. The primary goal of using TRELLO is to organize and connect individuals and groups. In the personal role that TRELLO plays, one can select a color bar for a menu that designates a menu card for personal use. Then the user may add comments, checklists, due dates, attachments, or links. TRELLO also allows the user to add individuals to see the created menus. For instance, an individual might create a yellow bar for their spouse to read. This bar may include the work schedules, children’s activities, chores, family appointments, and household maintenance. All of this can be kept private and only visible to the spouse. If TRELLO is being used in a social way, users can invite friends to view the cards created. The cards or boards carry communication that enables the users to make plans and organize with others.

Watch a brief video about TRELLO here:  www.youtube.com/watch?v=xWiunIolf4s

Organizations may purchase TRELLO as a business tool. When using TRELLO in a business, administrators within the organization have the ability to view and restrict access to who creates, interacts, and views boards. When a user leaves the company, TRELLO can deactivate the user, but store all former user’s activities while in employment with the organization. TRELLO is free for personal and social use. However, users of the TRELLO App may purchase upgraded features and appearances. The tool is available as an App for KINDLE (2nd generation Kindle Fire HD Tablet), iPad, Windows 8 Tablet, iOS 7, and Android (TRELLO, 2014).

The tool seems practical and would be easily adopted by users who frequently try to organize in a digital environment-such as smartphones, tablets, and iPads. The cards or boards that are created in one’s TRELLO account are similar to Widgets and sticky tabs. TRELLO is an App that appeals to the primal need of individuals to be social (Shirky, 2008, p.15). Users can organize events, projects, and outings through a collective effort on TRELLO. The TRELLO App also becomes a tool to manage the work of people. Shirky (2008) mentioned that while there is a high degree of complexity when managing groups of individuals, an App such as TRELLO reduces that complexity and allows the account user to follow works from start to finish. If this tool were to grow in popularity, it would be because people found it to be useful and flexible in meeting human social capability (Shirky, 2008, p.20). Downsides to using the tool include waiting on others involved to join TRELLO to utilize the tool in joint communications for social interactions and trying to learn how to use TRELLO.  In addition, a user friendly tutorial with screen shots would have been much more helpful in creating boards and cards. The future of TRELLO might be used in education for students working on the same project. A teacher could oversee the boards to view the progression of the work and what individual contributions were to the project. This process would assist the instructor in giving each student an individual grade on a group project.

References:

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. NY: Penguin Publishing.

https://www.TRELLO.com