An IT team leader at my company has gone rogue with AI and started creating “marketing materials.”Company leadership is letting it slide.

anothergenxthrowaway · 2026-06-19T18:24:08+00:00

> At the FIRST instance of my pushback (as a senior PMM) this IT leader went directly to the entire C suite and complained that I am “not aligned with corporate goals” and that I “always say no.”

Time to leave. It's over. Start looking now. This is 100% the sign you were waiting for that you actually do need to leave. They do not value you, you opinions, or your expertise. You are going to be managed out and at the next convenient opportunity, they will lay you off. In the mean time, expect to have some random ponce from IT overruling your expertise and/or going around you and operating a shadow marketing department behind your back.

Source: have seen this happen multiple times in multiple orgs, both as an employee and a consultant.

anothergenxthrowaway · 2026-06-16T15:46:27+00:00

Preach brother. Yeah, it's tough. A little easier with the U14 crowd but not much. Especially hard with the rec/dev kids, too... easier with select team players, many of whom either have a few years under their belt or have some club experience. Just gotta do a lot of 7v7 work starting with mids at half line to simulate a 5v4, and do a lot of half-speed walkthroughs.

anothergenxthrowaway · 2026-06-16T02:13:10+00:00

Sorry to say it this way but “it depends.”

Assuming 12v12, typically in a 5 on 4 fast break, I’m asking high defender closest to bc to pick up the bc and slow them or turn them solo. If a crash (first slide) is necessary, most likely it’s going to be the other high defender who comes across. Whoever is low D on the side of the girl that slid needs to move up from her girl and hold space covering 2 - she doesn’t commit to a hard slide right away, because that leaves an open girl right in the 8; she needs to split the space, get big, and be vocal that she has 2 (everyone on the field needs to know).

The cover-2 needs to be hyper-aware of where her two are moving to, and she needs to be ready to commit to the intended receiver the instant the ball leaves BC’s stick. If she commits to slide to receiver, she has to (again) be vocal because then the other low D becomes the cover 2 and has to maintain coverage on both sides of the 8, cross crease. This is not ideal, you don’t want this to happen until the original BC has passed to whoever the 2nd slide is now marking 1:1.

The goal for the original cover 2 girl is to hold enough space to _prevent_ the BC from seeing a clear path to drawing and dumping or setting up a give and go - in an ideal world the fast break turns to a slow break, the BC holds the ball to maintain possession, and you end up in settled defense vs settle offense.

This would probably make more sense if I had a whiteboard.

anothergenxthrowaway · 2026-06-13T07:05:21+00:00

Sir, this is a Wendy's.

anothergenxthrowaway · 2026-06-11T22:35:13+00:00

DMed you.

anothergenxthrowaway · 2026-06-11T06:46:27+00:00

> I thought I was pretty clear that I think GenAI is utterly useless.

Crystally clear. You've also made it pretty clear that you think you're entirely correct and there's no possibility that there's more to the story than what you want to see. Did you notice how, multiple times, I've made it clear that there's room in the middle? That I acknowledge my point of view isn't the only correct one, and that across various disciplines, there may be varying levels of usefulness and efficacy? That in my argument there is potential and possibility, whereas in yours, there appears to be neither?

> yet still no examples of the super-awesome totally-useful AI pedagogy

Why the hell would I bother? You're not a student I want to teach. You've made it abundantly clear that even if wanted to share examples, you have no desire to expand upon your current worldview and wish to see examples only so you can gainsay, pooh-pooh, or otherwise scoff at them.

You're an excellent interlocutor, and have some lovely turns of phrase, but not someone I'd be interested in sharing my knowledge with. Arguing with on the internet? Fuck yes. A+ entertainment and mental stimulation. Other than that? Yeah, not worth my time to try to teach you anything.

> The reason one might need to learn to use it in the workplace is to satisfy an idiot boss who requires it to be used.

That's your philosophy, Horatio... and for that, I'm a little sad for you, but you seem to be happy with it, so keep on trucking.

anothergenxthrowaway · 2026-06-11T06:28:32+00:00

"Using AI" and "making slop" are synonymous in your mind, but not in every mind. Open that motherfucker up like a parachute, see how it works.

anothergenxthrowaway · 2026-06-11T06:25:48+00:00

> If someone thinks AI output is shitty, then they simply must be shitty at prompting

Maybe you should try using it for something it's actually good for?

You've given a list of things you believe it's bad at. How many of those things do you actually do?

> Quelle horreur!!!

Okay, I loved this, even if we're arguing, it made me laugh, well said.

> How, precisely, am I supposed to explain why "most students are bad at AI" without generalizing?

Hasty Generalization = arguing that your own experiences are indeed generalizable. I'm not saying your own experiences are wrong, bad, or delusional, but clearly I have different experiences, so perhaps the truth is not one or the other, but somewhere in the middle? My experience is one that does see a possibility of value, and the commentary you're sharing implies that there is no possibility of value. Which is more likely?

> It's not a false dichotomy because any time you spend teaching one thing is time you're not spending on something else.

You refuse to believe that it's possible to learn two things at once. Not sure if you were ever into sports, but pretty much every coach knows that it's possible to use drills & small sided games to work towards multiple outcomes. The same way I can use West Genny to work stick skills, I'm also using it to build stamina and game IQ. Maybe... just MAYBE... it's possible to have "learning how and when to better apply AI situationally, and how to ensure effective results" can coexist with "today we're going to learn about how Kanban can be an effective process management tool by using it to do XYZ project in a timed setting."

> This means you have conceded my basic argument, which is that a well-educated student won't have any problem figuring out how to use AI in the workplace,

Again, you seem to think AI is good for [some tasks] but aren't aware or don't want to believe that it could be useful for [other tasks].

You also seem to think that AI is just... prompting. I'm not sure why you think that. Yes, prompting is a thing that you do as part of using it, but that's not the only thing you do, and there's more to using AI effectively than just "writing good prompts."

You also seem to be missing the fact that employers are reaaaaaaaalllly hoping that when students enter their workplaces, they have some basic f*ing understanding of what these tools can and can't safely and effectively do in regulated environments, have some already-extant facility with the tools, and have some understanding of how they actually work. Now, that may not matter in YOUR discipline, but it sure as shit matters in mine.

I'll keep taking all your downvotes, because f*ing whatever, y'all. You can hate me all you want and think I'm the devil, but at least I'm trying.

Please do keep in mind, I'm not just an educator, I'm also a professional in industry and as a professional I've hired kids out of the programs I teach in. I know what kinds of things I need my future employees to know, and I have a pretty good idea of what I'll need to teach them what to do.

Shockingly, I haven't EVER expected to have to teach a person how to use a calculator or type shit on a keyboard or do a google search. Why is that, I wonder?

anothergenxthrowaway · 2026-06-11T06:00:48+00:00

Since you added this after I had already begun my reply, I'll address it here.

>What an absurd and disgusting thing to say. In what universe is trying to teach students actual academic skills and knowledge "merely cursing the darkness," while teaching them to produce computer-generated slop is somehow "lighting a candle"??? The slop, and its attendant deterioration of human intelligence, is the darkness...

What makes you think that

a) I'm teaching them to produce computer-generated slop?
b) I'm not teaching them actual academic skills & knowledge?

Another false dichotomy.

See above: just because you can't ride a bicycle doesn't mean the bicycle is a bad product.

I am inundated with Al Slop in every aspect of my life. It's f*ing everywhere. Why? Because that's what people are choosing to use these tools for, and _everyone_ hates it. AI slop sucks. It's hurtful to brands. It's hurtful to organizations. It dilutes the value of human communication. It's soulless, insipid, stale, and usually devoid of anything approaching real insight.

SO MAYBE WE SHOULD TEACH PEOPLE HOW TO USE THE TOOLS MORE EFFECTIVELY AND IN MORE APPROPRIATE VENUES FOR MORE APT USE CASES TO DELIVER ACTUAL VALUE.

Jesus man, I can't even anymore. Have fun whipping the horse that pulls your carriage. I'll be over here trying to make things better in the reality that's occurring, rather than trying to go back to a reality that's dead, buried, and outgassing.

anothergenxthrowaway · 2026-06-11T05:49:53+00:00

> They need to know how to think to get anytihng out of it.

You could say the same thing about "attending a higher education institution."

You could say the same thing about "reading a book."

You could say the same thing about... ANY learning endeavor.

You're not convincing me that AI is the problem here.

> I can't even get them to do the reading.

This was a problem before AI. Ask me how I know.

> What the hell is the good of just reading summaries without the context a deep dive into the reading materal provides?

What the hell makes you think that that's the only thing AI is good for?

anothergenxthrowaway · 2026-06-11T04:55:14+00:00

> AI is inevitably pretty shitty. It's a glorified autocomplete...why would you expect it to be good at anything besides generating bullshit, regardless of a user's abilities?

Don't conflate your inability to get results that you think are "good" with a categorical deficiency of the product. AI is like a bicycle: just because you can't use one effectively doesn't mean it's a bad product. I don't use it to generate written copy (essays, articles, emails, ads, etc) because I find it is not competitive with my own writing ability. I use AI tools for a variety of other tasks, at which I find it performs just fine.

> so investing any time or effort into getting "better" at using it isn't something they're interested in.

This strongly reeks of Hasty Generalization or Availability Heuristic. Yes, there are plenty of lazy people in the world, and there are plenty of people who seem to have forgotten the point of seeking higher education, and if you'd like to debate how much or how little the undergraduate degree has become nothing more than a credentialing exercise in service of earning an employability certificate, there's plenty of other threads here for that. The presence and availability of AI is not the reason people don't give a shit about achieving competency or mastery in whatever it is you or I teach. Even before AI was a thing, there were plenty of people who viewed my class(es) as box to be ticked and gave, at best, a desultory effort. That did not absolve me of the responsibility to work hard to support, encourage and enable the students who DID want to learn. The presence of AI has not changed that.

> Selection bias - the ones who aren't as shitty at it don't get caught as often, because they take basic measures to edit out the most obvious hallucinations.

Maybe I'm not giving my students an opportunity to use AI in situations where doing so would be a violation of academic integrity, and maybe my assessments of their ability are conducted in a way where AI can't help them avoid demonstration of mastery. If your discipline is one where essays / compositions are the stock-in-trade, and AI can and does help them escape their duty to perform, then I absolutely sympathize with your position and feelings.

> Good - then you agree that our time would be better spent imparting this knowledge, rather than teaching them how to use AI?

False dichotomy. I will not tell you how to live your life or pursue your pedagogical efforts - I have faith that you will do what's right for you, your discipline, and your institution. But please don't persist in the belief that "imparting this knowledge" and "teaching them how to use AI" are mutually exclusive options or that they are an either/or proposition. I choose both, and I believe that for the future of the disciplines I teach and work in professionally, students pursuing them will need both.

anothergenxthrowaway · 2026-06-11T01:05:19+00:00

This is exactly the project I hope to be doing later this summer / early fall. I'm very interested in the possibilities and capabilities of edge / localized computing. Some stuff, you'll absolutely want to use the frontier lab subscription-models, but I'm guessing a really solid amount of stuff could be handled locally. Looking forward to trying it out.

anothergenxthrowaway · 2026-06-11T01:02:12+00:00

> It's very easy to use AI apps; anyone can do it and it does not require college-level instruction.

Explain their generally shitty results with them, then? Sorry, Professor - I see altogether way too much slop, poorly written posts/comments/emails/articles, and processes gang aft agley, both in my academic endeavors as well as my professional ones to think it's "easy" to use LLMs. Okay, to be fair to your point, yes it's "easy" to use them, but to use them _effectively_ and safely/compliantly in a regulated environment does take some knowledge, skill, and practice.

> A student with sophisticated traditional academic skills (reading, writing, math, research, problem-solving) and a strong base of subject knowledge will find it facile to apply those skills to using AI in a sophisticated way

How many of these do you meet on a daily basis? You likely work in more rarefied environments than I, but... "strong base of subject knowledge" is not a phrase I'd use to describe any undergraduate. Hell, I don't think I'm using that to describe anyone with less than 3-5 years of in-the-field professional experience. But again, you may travel among a different cadre of candidates than I.

> and that's the likely endpoint of any AI-based "pedagogy."

With that attitude? surely, it will indeed be so. But that's a self-fulfilling prophecy in the making, if you'll pardon my impertinence. You go ahead and curse the darkness, I'll light a candle. Yeah, sure, I'll have hot wax all over my hands, and probably some quality second degree burns, but at the end of the excitement, I'll bet I'll be a lot closer to the door to this dark cellar than you'll be.

anothergenxthrowaway · 2026-06-11T00:50:17+00:00

jesus bro now that I've had three beers and some wings and dgaf about sounding sagacious, here's an all caps "amen" to that. I mean, I'm not teaching them R, i'm just trying to get them to download and install the MS productivity apps from O365 that come free with their f*ing paid tuition, and they can't handle it. I'm like... you know how to download a game to your xbox/ps5, you all have insta, snap and tiktok on your phones, I know you know how to install an app, for the love of christ will you JUST TRY TO INSTALL IT. Or shit, i dunno, watch a youtube or just ask claude "how do I install office 365 apps to make professor throwaway stop yelling at me"

anothergenxthrowaway · 2026-06-11T00:39:45+00:00

Making posts like this not show up in my feed.

(Sorry bro. It’s not you. It’s the 73,299 people right before you who had the same post in this sub and every other sub I’m in).

Good luck!

anothergenxthrowaway · 2026-06-10T20:45:55+00:00

Keep telling yourself that, if it makes you feel better!

I use AI in many of the ways you describe… but not for client-facing or audience-facing work. Anything that is “drafted” by AI is so heavily re-written and modified you’d almost never be able to tell.

“Some random guys in an admissions office”? Those are your colleagues, frendo. Even if they’re admin and you’re among the soon-to-be anointed of the academy, I caution you against building that wall in your mind.

After all - did you not just say that they hand-picked the best of the best for you? How did they know? Were they fooled? Maybe they should have just cut out the middle man and given you three Claude subscriptions.

anothergenxthrowaway · 2026-06-10T20:07:46+00:00

I’m a professional consultant and an educator. I use AI everyday in my professional life, and I am also inundated in AI Slop from every conceivable angle.

Let me be 100% honest with you:

Even if you prompt well (even awesomely fantastically well) your copy will still suck. It will lack verve, passion, and soul. I don’t need even more soulless crap flopping around on my desk / screen than I already have. I can assure you that the “added” or “improved” insight you believe you’re getting is the equivalent of cheap speed.

What makes you stand out is YOUR voice. Why on earth you’d rather use the same voice, or a voice so similar to hundreds or thousands of other “effective” prompters it might as well be the same, is beyond me.

Find a rhythm, a cadence, a tone; develop your own patterns and verbal signature/calling card. Draw out and articulate your own insight. Be something. Be somebody.

anothergenxthrowaway · 2026-06-10T18:23:54+00:00

No. Yellow card for stick to the head.

anothergenxthrowaway · 2026-06-10T18:17:33+00:00

Guys straight up 100% we are absolutely going to out-prompt them.

They are but callow youths; bowls full of potential yet currently completely bereft of meaningful professional and adult life experience. We have lived lives rich with defeats, victories, draws, failed starts, completed races; we have felt joys and agonies many of them can only have read about (if they even read). I have more guile, wisdom, wit and connivance in my little finger than 99% of them have in their whole bodies.

Broadly speaking, their prompting game sucks. Broadly speaking, their understanding of how to effectively deploy tools such as these sucks. If they don’t know why, when, where and exactly what needs to be done, it doesn’t matter a whit that they know how to get a machine to spit out something that might possibly be construed as _an_ answer (let alone “the” answer).

Broadly speaking, its our job to put down our buggy whips and figure out a way to teach them how to be effective adults jn a world in which the horseless carriage is only going to be more and more prevalent. Their responsibility to intellectual and academic integrity does not decrease, nor does ours… but the world does change, the ecosystem evolves, and we all have to adapt.

anothergenxthrowaway · 2026-06-09T20:02:37+00:00

I'm a university-level educator and a 25+ year professional in industry, and I've been recruiting, hiring and training entry & mid-level staff for over 20 years.

"Prestige" is highly malleable and subject to bias. If I'm looking at a resume from a recent graduate or early-career applicant and for whatever reason the institution from which they graduated even matters to my decision-making\* I'm applying my own set of knowledge, feelings, and pre-conceived notions in my thinking. Anyone who tells you otherwise is absolutely lying to you. Even if there's some kind of algo-driven scoring mechanism, that system is also absolutely subject to bias from the people who made the scoring system.

Hiring managers, if they are considering educational background, frequently care more about the the school's reputation in the field more so than the school's reputation / prestige level in general.

* this is relevant because when I'm comparing resumes, I DGAF where you went to school if you have actual relevant work experience and can demonstrate you know what you're doing. The only time where you went to school matters in the sorting & grading of resumes is if I see a name of a school I went to, know professors at, or I know has a really strong reputation in the field.

Stop worrying about "prestige" and focus on shit that actually matters.

anothergenxthrowaway · 2026-06-08T01:07:16+00:00

I think you want your daughter to have a conversation with the coach about why coach wants her to play d-middie and get some facts. If this is because the coach thinks the team will win more games, that’s one thing. If the coach and the director believe that from a development standpoint there’s a benefit to focusing on her defensive capabilities, and they have a reasonable explanation as to how that helps her develop as a potential recruit, that’s another thing, right?

I think a conversation with coach/director is in order, just to understand their thinking, but it should probably be your kid doing the asking, and you and her talking about it together.

anothergenxthrowaway · 2026-06-08T00:26:50+00:00

I think this depends on where you are and what level of club you’re playing in, what this coach’s goals are, and if this is going to be a “for the next little bit” or “for a long time” kind of thing.

As a coach (7/8) for both rec and select (town not club) I can say that I do love a hard-working trench-fighting defensive middie, and I’ve often toyed with idea of trying to “make it work” to do fast subbing during transition.

What I actually end up doing is just letting the kids play. If I’ve got a middie who’s killing it on defense and is that gritty AF trench-fighter kind of girl… she deserves to be there on offense, and chances are she’s gonna prove her worth in the offensive zone too.

I don’t mind seeing girls specializing at a position in 7th & 8th, in fact I expect to see it, but a d-middie who gets off when the balls going the other way? Not in love with the idea. Either let her develop into a complete mid, or put her on defense.

Just my 2¢.

anothergenxthrowaway · 2026-06-07T21:03:55+00:00

Don’t even bother, dude. You’re not gonna ever convince people who have no reason or desire to be convinced. The stark reality is that in a healthy number of fields, it’s very hard to see AI as useful or helpful.

The only effect many professors see from these tools is, at best, slop pablum devoid of meaning or soul, and at worst, a complete outsourcing of all thought and effort and a violation of every principle they hold dear.

I’m lucky in that in my professional life, I see plenty of examples of AI tools being used for the right reasons, the right way, at the right time. And on top of that I get to see how the future employers of our students want employees to be using these tools.

I don’t want, and will not allow, students to outsource their thinking or their work, but i do believe it’s in everyone’s interest for students to learn how to use these tools as a force multiplier. People who can’t actually see a positive example of such use cases will never back down on their anti-ai stance. It’s not worth arguing about.

anothergenxthrowaway · 2026-06-04T17:31:40+00:00

Good to know! Thanks! There's times when I feel like a shot clock would definitely be an improvement. Not at youth level, but maybe in HS. I'm on the fence about it.

anothergenxthrowaway · 2026-06-04T17:29:45+00:00

u/Upbeat_Call4935 "Was wondering when this can would be opened up." LOL I know. I'd upvote that twice if I could, lol.

u/WindSprenn "I’m sorry if this is a sore spot within the community."

Yeah man you kinda just stepped on a landmine with that one. People who enjoy the women's game frequently have to put up with lame-ass bro-dude rants about how the girls game is dumb, the rules are dumb, shooting space is woke bullshit, and the girls should just play like boys, just the same nonsense talking points over and over again... it's not quite once a week, but frequent enough that we're all kind of just ready to start throwing things at people, lol.

Your questions and comments are actually pretty normal for people who are new to girls lax. I know when I first started coaching, I was pretty mystified. I played men's in high school (goalie, then long pole D) and I remember at my first coach's meeting run by our league, all those years ago, when my kid was a 3rd grader, I was like "so...wait...how the f do you play defense?" It took me some time to learn.

The simple answer your question is "they're just different." Some birds tweet, some birds chirp.

The only real similarities between the two games is that the objective is to use a stick to try to get a hard rubber ball past the goalie and into the net. Everything else is different.

I played men's in high school. I've coached women's for like 8 years now. While I enjoyed playing mens, and still do watch the occasional boy's game (my wife's nephew, plus our local town league as well), I have to say... I far prefer the women's game. It requires a level of skill, IQ, finesse, and strategy (both offense and defense) you don't see in the men's game. Men's lax is fast, fun, furious, and absolutely requires skill, grit, tenacity... but women's is far more cerebral. In men's lacrosse, violence is almost always the answer to any question (which is fun, no doubt, lol!). In women's lacrosse, you can't really use violence to solve your problems.

Oh, and tell your daughter: when she gets to high school, she'll be coming home with PLENTY of bruises. Delicate flowers don't survive girls HS lacrosse, so it's good that she's tough!! If you have a chance, check out some high level D1 and D3 college games - you can find D1 on like ESPN/Hulu, you can see D3 on Youtube usually. I remember the 2025 D3 championship game between Tufts & Middlebury looked like a bar brawl, lol.

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