Posts Tagged ‘leadership’
Tags: career guidance, communication, gender, leadership, rewards
Tags: leadership, negative attitudes, negativity, positive behavior, problem solving
Tags: culture, culture building, Disney, Kant, Kodak, leadership, Pixar, team leadership
“The 19th century philosopher Immanuel Kant believed strongly in the notion of dignity, which he defined as treating people as ends in themselves, rather than as means to an end.” (excerpt)
Putting Elon Musk and Steve Jobs on a Pedestal Misrepresents How Innovation Happens | MIT Technology ReviewPosted: August 4, 2015 in communication, computer technologies, Cool Technology, education innovation, innovation, Leadership, Storytelling
Tags: Elon Musk, leadership, narratives, Steve Jobs, technology innovation, The Great Man myth
“Rather than placing tech leaders on a pedestal, we should put their successes in context, acknowledging the role of government not only as a supporter of basic science but as a partner for new ventures. Otherwise, it is all too easy to denigrate public-sector investment, eroding support for government agencies and training programs and ultimately putting future innovation at risk. As Mazzucato puts it, “It’s precisely because we admire Musk and think his contributions are important that we need to get real about where his success actually comes from.” (excerpt)
Tags: agency, leadership, perspectives, systems thinking
Systems thinking versus holism
Systems thinking has much to offer the field of leadership improvement, but the discipline’s heart and history does not lie here. When Russell Ackoff (an early pioneer of systems thinking) was asked how systems thinking applied to leadership, he was lost for words. There is a need for greater clarity about how the various systems thinking principles relate to the systemic leadership model and to the holistic/whole-system perspective and language.
Answering this briefly here, systems thinking is nowadays viewed as a ‘meta-discipline’, broadly and loosely delineated but with a solid core of principles. It is now combined with concepts taken from the quality movement’s ‘continuous improvement’ methods, tailored and used flexibly by many practitioners, as in this case to the study of leadership systems in general and systemic leadership in particular. I discuss the historical evolution aspect in detail elsewhere.
Tags: acknowledgement, education, leadership, learning leadership, observation, praise, supervision
Dweck: Actually, praise may not be the optimal way, but we are so praise oriented. We can ask the child questions about the process: “How did you do that? Tell me about it.” As they talk about the process and the strategies they tried, we can appreciate it. We can be interested in it. We can encourage it. It doesn’t have to be outright praise.
Dweck’s conclusions about how praise works should help shape discussions about parenting, teaching, feedback, and also around the building of credibility THROUGH appreciation. The boundaries are dissolving between education and other knowledge work fields but also between educators and learners. Students will recognize real interest and appreciation of their thinking-work as truly valuing work. Attention is one of the main currencies of the knowledge era. The more attention being paid to what you are doing, the more encouragement you feel that what you are doing is valuable and valued. These are the face-to-face “likes” that do more than vaguely acknowledge you have accomplished something. When time is spent listening, evaluating the student’s process and progress, and asking questions that leads to more progress, students will deepen their interest, become more encouraged, and may increase in other areas as well.
This is true for any worker, though. In education, the teacher is a knowledge worker, and the public awareness of teacher supervision can give insights into Davenport and Maccoby’s recognition that knowledge workers often know more about their areas of expertise than their supervisors.
No teacher wants to simply be observed and assessed based on a pass/fail system. Teachers want to feel that the person observing them “gets” what the teacher is doing, what the teacher has accomplished. In the Danielson tool, this appreciation has the opportunity of expression when discussing planning and also in the follow up or post-observation debriefing. Cognitive coaching models are appreciation and credibility-building tools.
Tags: aptitudes, attitudes, deliberate practice, educational implications, journalism, leadership, negative attitudes, practices, skills development
Elizabeth Green says, “Teachers do their craft in a community of peers. Americans believe in a demonstration of greatness, or a best practice that everyone else should try to emulate, whereas the Japanese believe in the lesson study model which puts every aspect of teaching under the microscope as an inherently imperfect thing and engages the teaching community in a conversation on what can be better. Teaching is always under a constant process of experimentation and improvement.” She also noted that as a journalist and CEO she applies these techniques in her work because journalism is a form of teaching. There is always the “instructional triangle of teacher, student, and the thing being taught.”
My responses below should be read as notes. Developing these ideas into a blog post.
I especially like the idea that “journalism is a form of teaching” comment. This is something I believe, and journalism’s new “social games” teaches in new ways.
In some ways the “growth mindset” depends on perceptions of self-efficacy and “deliberate practice”. With some of these ideas in mind, you can better accept how innate abilities–like aptitudes, talents, and intelligence–can all develop and grow. Andrea K has also written how intelligence is something that can be deliberately improved.
People can develop leadership competencies and skills as well.
Do not trust any research or theory that asserts (or suggests) that certain skills, attitudes, aptitudes, or practices are “set” or any statement that any of these are immune to nurture.