Thanos Imperative: The Big, Bad Final Deadline

Here we are. The final deadline of the yearbook. The home stretch. If you’ve been following my blog, you’ll remember that in I’ve given nicknames to each deadline, and that these nicknames are all based on major Avengers villains. Deadline 4 is named Thanos. Don’t know who Thanos is? I’ll give you a quick lesson: Thanos is an egotistical, overpowered, psychopathic cosmic titan/demigod who seeks out the six Infinity Gems, which will grant him ultimate control over all planes of existence, in order to wipe out half the population of the universe (as well as most of the Marvel superheroes) and please Death. In other words, Thanos is a tough guy to beat.

Hulk, Spiderman, AND Wolverine? Thanos is one baaaad mamma jamma.

The story of Thanos and the Avengers is relatively parallel to that of this final deadline and my staff. A good two-thirds of the staff are upperclassmen. Juniors have been busy with the higher volume of project work they’ve been assigned, and senior schedules have been jam packed with mentorship, projects, and otherwise preparing to take on the beast that is life after high school. The middle of second semester always gets heavy at IPoly, but this year the timing is especially rough on yearbook.

The thing about this last deadline is that if we’re late at all, the production of the yearbook gets pushed back. That means students get their yearbooks at a later date than they would’ve, had we been on time. This is always a tense time for the editor-in-chief, because when people get anxious or frustrated about waiting to get their yearbooks, it’s always the editor-in-chief who bears the brunt of the anger. I’ve been sure to crackdown hard on the staff the past few elective days, since this is the most vital deadline of the year.

This is the most EIC-like picture of me that I have. Note to self: need more of these.

However, do not fear! The Avengers and company DO manage to defeat Thanos and prevent him from destroying all sentient life in the universe. Just as my staff and I will complete Deadline 4 on time. And might I just say, it’s shaping up to be excelsior.

As the amazing Stan Lee's famous catchphrase goes, "Excelsior!"

Blog 18: Fourth Interview Questions

1. What would you consider to be a key factor in determining a “successful” yearbook staff?
2. How do yearbooks win Pacemakers/other yearbook awards?
3. How do schools sell enough yearbooks for the yearbook to be considered a commercial success?
4. Which kinds of Editors-in-Chief have you found to be the most successful, and why? (Charismatic, stern, etc.)
5. What methods of staff training do you find to be most effective?
6. What would you consider to be the most difficult aspect of managing any staff/group of people?
7. How would one organize a large staff in the most efficient way possible?
8. What is the importance of staff morale?
9. Would you consider morale to be more important than productivity? Why or why not?
10. How would maintaining a shared vision with the staff benefit the outcome of the book?
11. How does a hierarchical structure benefit a group’s organization, in general?
12. What role does the editor staff play in keeping a staff organized and in check?
13. What yearbook staffs from recent years strike you as having been successful? Why?
14. What one aspect of the Editor-in-Chief’s duties is the most important? Why?
15. How should an Editor-in-Chief go about dealing with a staff that lacks motivation?
16. What is the best way to deal with conflict among the staff?
17. How best can one lay the groundwork for future staffs?
18. How best can an Editor-in-Chief manage deadlines and ensure a timely submission?
19. Is it possible to properly balance staff morale and the success of a yearbook?
20. Ultimately, which would you consider more important: a successful yearbook or a happy staff?

Blog 17: Third Answer

1. My essential question is, “What is the most effective method of managing a yearbook staff, while promoting morale and the success of the book?”
2. My third answer is, “A successful editor-in-chief implements a consistent system of training in journalistic skills.”
3. List three reasons your answer is true with a real-world application for each.
1. An individual cannot perform a job well if they don’t know how to perform said job.
1. If you’re in a band and you’re about to play a concert, you wouldn’t pull a random person off the the street (who has no musical experience) and tell them to play guitar for your band.
2. Training allows staffers to work even when they’re not instructed.
1. A photographer who knows the rules of photography, and what kind of photos are wanted for the yearbook, can keep their camera on them to capture spontaneous moments. Instead of waiting for a story to be assigned, they take the initiative since they know what is expected of them.
3. Part of training is leading by example, which sets standards for the staff.
1. Teachers who tell the students not use their phone in class, yet use their phone... in class... set a bad example for the students. The students begin to think this sort of behavior is acceptable, or write off orders to stop this behavior due to hypocrisy. It’s a psychological form of training.
4. Pettinato, Minot. "Staff Training Ideas." EHow. Demand Media, 28 Mar. 2011. Web.
5. I’ve had this answer in place since my first lesson, but it didn’t seem strong enough. Now that I’ve thought it through more, I’m confident in this as my third answer.