MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
A learning organization is a group that works together to improve their abilities to achieve meaningful goals. It is defined by collaborative learning at the individual, team, and organizational levels. Key aspects include a shared vision, team learning, systems thinking, and developing personal mastery. Organizational learning occurs through teams learning from each other, which adds to the organization's overall learning. The ultimate goal is for an organization to continually expand its capacity to achieve desired results through nurturing new ways of thinking and connecting people to a collective vision.
Critical competencies for 21st century leadersLou Russell
This document provides an overview of a presentation on emotional intelligence for decision makers. It discusses identifying triggers, strengths, and motivators that drive high performance both individually and for teams. It also covers identifying and mitigating conflicts between oneself and others or one's job. The goal is to build personal discipline to improve decision making and performance. The presentation provides self-assessment tools and models to increase self-awareness and clarity for both individuals and teams.
This document discusses the development of powerful learning processes at Red Beach School. It provides an overview of the school's journey to develop a vision focused on helping learners deal with knowledge and understandings. It describes how the school developed a powerful learning process aligned with this vision, with a focus on moving students' thinking from knowing to understanding. The document shares aspects of the school's powerful learning process, including using a "hub" to reflect, question, dialogue and imagine, and student self-assessment tools like Solo Taxonomy to support metacognition.
The document discusses several concepts related to knowledge and its application:
1. It presents a taxonomy of learning that progresses from simple knowledge and recall to more complex comprehension and application, all the way to synthesis and teaching others.
2. It shares stories and lessons about teamwork from geese flying in formation, highlighting how individuals and groups can achieve more by working together.
3. It briefly outlines Nonaka's framework for knowledge creation, which involves transforming tacit knowledge into explicit knowledge through socialization, externalization, combination, and internalization.
CSC Singapore “LEARN @ WORK DAY”
KEY NOTE PRESENTATION
‘Making Generational Differences Work with
Emotional Intelligence’
CSC Singapore Offices (Anson & Henderson)
Friday, 13 July 2012
This session helps individuals understand the outlook and experiences of different generations to improve respect, communication and relationships in the workpl
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
A learning organization is a group that works together to improve their abilities to achieve meaningful goals. It is defined by collaborative learning at the individual, team, and organizational levels. Key aspects include a shared vision, team learning, systems thinking, and developing personal mastery. Organizational learning occurs through teams learning from each other, which adds to the organization's overall learning. The ultimate goal is for an organization to continually expand its capacity to achieve desired results through nurturing new ways of thinking and connecting people to a collective vision.
Critical competencies for 21st century leadersLou Russell
This document provides an overview of a presentation on emotional intelligence for decision makers. It discusses identifying triggers, strengths, and motivators that drive high performance both individually and for teams. It also covers identifying and mitigating conflicts between oneself and others or one's job. The goal is to build personal discipline to improve decision making and performance. The presentation provides self-assessment tools and models to increase self-awareness and clarity for both individuals and teams.
This document discusses the development of powerful learning processes at Red Beach School. It provides an overview of the school's journey to develop a vision focused on helping learners deal with knowledge and understandings. It describes how the school developed a powerful learning process aligned with this vision, with a focus on moving students' thinking from knowing to understanding. The document shares aspects of the school's powerful learning process, including using a "hub" to reflect, question, dialogue and imagine, and student self-assessment tools like Solo Taxonomy to support metacognition.
The document discusses several concepts related to knowledge and its application:
1. It presents a taxonomy of learning that progresses from simple knowledge and recall to more complex comprehension and application, all the way to synthesis and teaching others.
2. It shares stories and lessons about teamwork from geese flying in formation, highlighting how individuals and groups can achieve more by working together.
3. It briefly outlines Nonaka's framework for knowledge creation, which involves transforming tacit knowledge into explicit knowledge through socialization, externalization, combination, and internalization.
CSC Singapore “LEARN @ WORK DAY”
KEY NOTE PRESENTATION
‘Making Generational Differences Work with
Emotional Intelligence’
CSC Singapore Offices (Anson & Henderson)
Friday, 13 July 2012
This session helps individuals understand the outlook and experiences of different generations to improve respect, communication and relationships in the workpl
Cultivating an entrepreneurial nonprofit culture involves four key elements: openness, adaptability, results and rewards, and being a learning organization. Openness means being available for brainstorming and listening to diverse views. Adaptability requires monitoring performance and customizing services based on client needs. Results and rewards involve pushing accountability downward, measuring outcomes not just activities, and rewarding collaboration. A learning organization continually expands its capacity through shared vision, team learning, and challenging assumptions.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
This document reflects on leadership development based on conversations with over 1200 executives. It discusses [1] the dynamics of business including shifting powers, uncertainty, and a focus on results; [2] the work and life of executives which involves strong involvement, seeking balance, and super information; and [3] the world of executive development as a profession which faces a crowded arena, broken promises, and questions about new approaches. It concludes that executive development is about performance improvement through initiatives focused on results and challenges faced day to day. Leaders operate as architects and facilitators offer expertise in learning processes.
gluetogether is a training organization that specializes in developing leaders to be more effective in changing environments. They believe small behavior changes can have a big impact on performance. Their experiential training challenges participants intellectually and emotionally to boost organizational success.
The document discusses engagement and motivation in the workplace. It argues that motivation alone is not enough to maximize employee performance and that engagement requires additional factors like personal goal setting, measurement, feedback and an emotionally committed system. It notes that while intrinsic motivation can drive some exceptional people like Einstein, most employees are average and benefit from extrinsic motivators combined with the right environment to engage them. The document advocates for programs that motivate employees at all performance levels and help them progress to higher levels of engagement and focus on business results through goal setting and emotional commitment.
This document provides steps and strategies for creating calming technology. It begins by creating a model of calm that addresses the nature of stress and the body's response. It then recommends using design cards that provide calming interaction patterns and strategies. Finally, it lists heuristics for applying a stress-less user interface, such as revealing control over interruptions and providing positive feedback. The overall goal is to introduce elements and experiences that mitigate stress and facilitate a state of calm.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
Coaching Redefined: How Internal Motivation Can Fuel Performance AchieveGlobal
Behind every disengaged employee is a leadership problem to be solved. This research report illuminates the different types of motivation, what works best on the job (hint: it isn't rewards and punishments), and the four coaching skills that lead to engaged employees and better business results.
This document discusses research into what drives successful female leaders. It summarizes a leadership model called "centered leadership" that was developed based on interviews with over 85 female leaders worldwide. The model comprises five dimensions: meaning (finding your strengths and purpose), managing energy (identifying what energizes and depletes you), positive framing (adopting an optimistic view), connecting (building relationships and a sense of belonging), and engaging (finding your voice and accepting opportunities). The document provides examples and research findings to illustrate each dimension and argues that centered leadership helps women build skills to become more self-confident leaders.
The document discusses the concept of leadership through a collection of quotes. It contrasts how companies talk about leadership through numbers and profits while people discuss it through emotions like happiness. One quote notes that leadership requires taking responsibility for influencing and affecting others. Other quotes emphasize that leadership is about having a vision, teamwork, and inspiring others to create the type of world they want to see. The document promotes taking thoughts and ideas and transforming them into action.
6 Ways To Realize Your Potential Rex Bothwellbyeakey
1) The document outlines six steps to manage employees' full potential: define goals to guide hiring, use behavioral interviews to assess fit for goals, thoroughly review performance with 360 feedback, invest in developing strengths and weaknesses, determine positions based on competencies, and recognize both individual and group contributions.
2) It emphasizes defining company goals and vision to guide hiring of employees with critical competencies. Behavioral interviews assess how applicants demonstrate needed skills through examples.
3) 360 reviews provide employees feedback from multiple perspectives to identify development areas and align goals, improving engagement and retention.
This document discusses several topics related to leadership and organizational performance, including:
1) The concept of "ownership" in organizations and key drivers that foster increased commitment and engagement like rewards, trust, and development opportunities.
2) The RADAR framework for addressing threats, opportunities, developing plans, and reviewing progress.
3) Coaching skills and models like the ladder of inference, advocacy vs inquiry, and the talk model for effective communication.
4) The importance of adaptability for high performance under changing conditions and core dimensions like dealing with ambiguity, controlling internal thoughts, and maintaining energy levels.
The document discusses the concept of a learning ecosystem called Thread that extends workplace learning beyond traditional programs. Thread aims to foster permeable boundaries between learning and work through continuous connections to content, other participants, and facilitators. It also focuses on applying learning to the workplace and customizing goals based on organizational needs through real business projects, engagement insights, and continued cohort relationships to maximize learning investment. The design of Thread is based on analyzing real-life interactions to support open, peer-based social and distributed learning.
This document discusses the importance of knowledge sharing in decision-making and implementation. It covers several key topics:
1) Knowledge is the human capacity to take effective action in uncertain situations. Sharing knowledge, which can include feelings, insights, and past experiences, is more difficult than sharing information.
2) Effective knowledge sharing requires trust, respect, honesty, open dialogue, and social bonding between individuals. The brain is designed to learn through social interactions and affective attunement with others.
3) Knowledge comes from processes like awareness, understanding, creativity, and intuition. Learning occurs through the knowledge cycle of social interaction, experience, thinking, and feedback. Knowledge creation supports better decisions, problem solving, and
The document compares characteristics of the "Old World" and "New World" of organizations. It notes that organizations need to change faster than their current behaviors to keep up with technological change. It discusses the importance of having the right people, leaders, and environment to build new habits. Specifically, it emphasizes harnessing people who thrive on ambiguity and can rapidly implement changes. It provides some "crazy ideas" for the new world, such as using social networks instead of org charts. Finally, it discusses how human capital alone can hinder innovation but combining it with social capital can strongly enable innovation.
This document discusses how some organizations build and maintain intrapreneurial and innovative capabilities over the long run. It presents case studies of 4 companies and analyzes how they institutionalized an entrepreneurial orientation through founding myths, repeated negotiations, leadership, and transmitting their culture to maintain innovative capabilities. A theoretical framework is proposed showing how entrepreneurship can become institutionalized through symbolic actions, socially accepted proofs, and categorization of experiences to cultivate these capabilities over time.
The document appears to be a series of slides from a presentation. It includes slides with quotes, budgets, diagrams, and tips. Key points:
- A quote from Michael Chabon states "It's very difficult to fail at pornography".
- A slide shows a budget breakdown for a $100k project including categories like consulting, studies, production, and communication.
- Another slide provides 7 tips for creating visual presentations, such as using clear landmarks and blasting corporate templates.
- Additional slides discuss fostering creativity in the classroom, divergent and convergent thinking, defining problems, and ensuring adequate education.
The document discusses how gamification principles can be applied to work and HR processes. It suggests organizing work around individuals' strengths to increase autonomy, collaboration, dialogue and knowledge sharing. Gamification could involve goal-setting, rules, challenges, feedback systems, rewards and recognition to increase engagement. Applying game mechanics like leaderboards, badges and status could help gamify learning, appraisals and other HR processes. Gamification is described as being more about psychology than technology.
This document discusses gamification and its application to education. It covers several key concepts related to gamification including motivation, flow, and learning contracts. Motivation is discussed in the context of self-determination theory and factors like competence, autonomy, and relatedness. Flow is described as the optimal state of intrinsic motivation that occurs when a person's skills are fully engaged with challenging tasks. Learning contracts are presented as a way to increase student autonomy and responsibility. The document also outlines several principles of gamification including using points, badges, and leaderboards to motivate behaviors. It recommends defining objectives, target behaviors, and your players when designing a gamified system. Finally, it presents some online platforms that can be used to implement gamification
The workbook provides templates and prompts to guide self-reflection exercises around topics like personal purpose and vision, understanding human nature, identifying problems in the system, generating breakthrough ideas, and developing an impact model. Users are prompted to fill in blanks and answers to thought-provoking questions in order to develop insights that could form the basis for social or environmental initiatives.
Cultivating an entrepreneurial nonprofit culture involves four key elements: openness, adaptability, results and rewards, and being a learning organization. Openness means being available for brainstorming and listening to diverse views. Adaptability requires monitoring performance and customizing services based on client needs. Results and rewards involve pushing accountability downward, measuring outcomes not just activities, and rewarding collaboration. A learning organization continually expands its capacity through shared vision, team learning, and challenging assumptions.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
This document reflects on leadership development based on conversations with over 1200 executives. It discusses [1] the dynamics of business including shifting powers, uncertainty, and a focus on results; [2] the work and life of executives which involves strong involvement, seeking balance, and super information; and [3] the world of executive development as a profession which faces a crowded arena, broken promises, and questions about new approaches. It concludes that executive development is about performance improvement through initiatives focused on results and challenges faced day to day. Leaders operate as architects and facilitators offer expertise in learning processes.
gluetogether is a training organization that specializes in developing leaders to be more effective in changing environments. They believe small behavior changes can have a big impact on performance. Their experiential training challenges participants intellectually and emotionally to boost organizational success.
The document discusses engagement and motivation in the workplace. It argues that motivation alone is not enough to maximize employee performance and that engagement requires additional factors like personal goal setting, measurement, feedback and an emotionally committed system. It notes that while intrinsic motivation can drive some exceptional people like Einstein, most employees are average and benefit from extrinsic motivators combined with the right environment to engage them. The document advocates for programs that motivate employees at all performance levels and help them progress to higher levels of engagement and focus on business results through goal setting and emotional commitment.
This document provides steps and strategies for creating calming technology. It begins by creating a model of calm that addresses the nature of stress and the body's response. It then recommends using design cards that provide calming interaction patterns and strategies. Finally, it lists heuristics for applying a stress-less user interface, such as revealing control over interruptions and providing positive feedback. The overall goal is to introduce elements and experiences that mitigate stress and facilitate a state of calm.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
Coaching Redefined: How Internal Motivation Can Fuel Performance AchieveGlobal
Behind every disengaged employee is a leadership problem to be solved. This research report illuminates the different types of motivation, what works best on the job (hint: it isn't rewards and punishments), and the four coaching skills that lead to engaged employees and better business results.
This document discusses research into what drives successful female leaders. It summarizes a leadership model called "centered leadership" that was developed based on interviews with over 85 female leaders worldwide. The model comprises five dimensions: meaning (finding your strengths and purpose), managing energy (identifying what energizes and depletes you), positive framing (adopting an optimistic view), connecting (building relationships and a sense of belonging), and engaging (finding your voice and accepting opportunities). The document provides examples and research findings to illustrate each dimension and argues that centered leadership helps women build skills to become more self-confident leaders.
The document discusses the concept of leadership through a collection of quotes. It contrasts how companies talk about leadership through numbers and profits while people discuss it through emotions like happiness. One quote notes that leadership requires taking responsibility for influencing and affecting others. Other quotes emphasize that leadership is about having a vision, teamwork, and inspiring others to create the type of world they want to see. The document promotes taking thoughts and ideas and transforming them into action.
6 Ways To Realize Your Potential Rex Bothwellbyeakey
1) The document outlines six steps to manage employees' full potential: define goals to guide hiring, use behavioral interviews to assess fit for goals, thoroughly review performance with 360 feedback, invest in developing strengths and weaknesses, determine positions based on competencies, and recognize both individual and group contributions.
2) It emphasizes defining company goals and vision to guide hiring of employees with critical competencies. Behavioral interviews assess how applicants demonstrate needed skills through examples.
3) 360 reviews provide employees feedback from multiple perspectives to identify development areas and align goals, improving engagement and retention.
This document discusses several topics related to leadership and organizational performance, including:
1) The concept of "ownership" in organizations and key drivers that foster increased commitment and engagement like rewards, trust, and development opportunities.
2) The RADAR framework for addressing threats, opportunities, developing plans, and reviewing progress.
3) Coaching skills and models like the ladder of inference, advocacy vs inquiry, and the talk model for effective communication.
4) The importance of adaptability for high performance under changing conditions and core dimensions like dealing with ambiguity, controlling internal thoughts, and maintaining energy levels.
The document discusses the concept of a learning ecosystem called Thread that extends workplace learning beyond traditional programs. Thread aims to foster permeable boundaries between learning and work through continuous connections to content, other participants, and facilitators. It also focuses on applying learning to the workplace and customizing goals based on organizational needs through real business projects, engagement insights, and continued cohort relationships to maximize learning investment. The design of Thread is based on analyzing real-life interactions to support open, peer-based social and distributed learning.
This document discusses the importance of knowledge sharing in decision-making and implementation. It covers several key topics:
1) Knowledge is the human capacity to take effective action in uncertain situations. Sharing knowledge, which can include feelings, insights, and past experiences, is more difficult than sharing information.
2) Effective knowledge sharing requires trust, respect, honesty, open dialogue, and social bonding between individuals. The brain is designed to learn through social interactions and affective attunement with others.
3) Knowledge comes from processes like awareness, understanding, creativity, and intuition. Learning occurs through the knowledge cycle of social interaction, experience, thinking, and feedback. Knowledge creation supports better decisions, problem solving, and
The document compares characteristics of the "Old World" and "New World" of organizations. It notes that organizations need to change faster than their current behaviors to keep up with technological change. It discusses the importance of having the right people, leaders, and environment to build new habits. Specifically, it emphasizes harnessing people who thrive on ambiguity and can rapidly implement changes. It provides some "crazy ideas" for the new world, such as using social networks instead of org charts. Finally, it discusses how human capital alone can hinder innovation but combining it with social capital can strongly enable innovation.
This document discusses how some organizations build and maintain intrapreneurial and innovative capabilities over the long run. It presents case studies of 4 companies and analyzes how they institutionalized an entrepreneurial orientation through founding myths, repeated negotiations, leadership, and transmitting their culture to maintain innovative capabilities. A theoretical framework is proposed showing how entrepreneurship can become institutionalized through symbolic actions, socially accepted proofs, and categorization of experiences to cultivate these capabilities over time.
The document appears to be a series of slides from a presentation. It includes slides with quotes, budgets, diagrams, and tips. Key points:
- A quote from Michael Chabon states "It's very difficult to fail at pornography".
- A slide shows a budget breakdown for a $100k project including categories like consulting, studies, production, and communication.
- Another slide provides 7 tips for creating visual presentations, such as using clear landmarks and blasting corporate templates.
- Additional slides discuss fostering creativity in the classroom, divergent and convergent thinking, defining problems, and ensuring adequate education.
The document discusses how gamification principles can be applied to work and HR processes. It suggests organizing work around individuals' strengths to increase autonomy, collaboration, dialogue and knowledge sharing. Gamification could involve goal-setting, rules, challenges, feedback systems, rewards and recognition to increase engagement. Applying game mechanics like leaderboards, badges and status could help gamify learning, appraisals and other HR processes. Gamification is described as being more about psychology than technology.
This document discusses gamification and its application to education. It covers several key concepts related to gamification including motivation, flow, and learning contracts. Motivation is discussed in the context of self-determination theory and factors like competence, autonomy, and relatedness. Flow is described as the optimal state of intrinsic motivation that occurs when a person's skills are fully engaged with challenging tasks. Learning contracts are presented as a way to increase student autonomy and responsibility. The document also outlines several principles of gamification including using points, badges, and leaderboards to motivate behaviors. It recommends defining objectives, target behaviors, and your players when designing a gamified system. Finally, it presents some online platforms that can be used to implement gamification
The workbook provides templates and prompts to guide self-reflection exercises around topics like personal purpose and vision, understanding human nature, identifying problems in the system, generating breakthrough ideas, and developing an impact model. Users are prompted to fill in blanks and answers to thought-provoking questions in order to develop insights that could form the basis for social or environmental initiatives.
Science for Change Agents, Innovators & Entrepreneurs. Day 4
Research vs. Action Research
Experiential Learning, Action Learning
Appreciative Inquiry
Qualitative Research
Quantitative Research
Ethnographic Methods / Participant Observation
MASTERCLASS FOR KAOS PILOTS, DENMARK
The document discusses the concepts of adaptive leadership and building collaborative cultures. It covers topics like boundary spanning leadership, future leadership capabilities, and achieving the tipping point of change. Adaptive leadership is about mobilizing people to tackle tough challenges. Effective leadership requires the ability to work across boundaries to achieve a shared vision or goal.
Designed experiences make the difference between belonging and rejecting; between connecting and missing; between believing and doubting. The threshold can be slight — everyone knows when you’re fake-smiling. As UX designers, we make it our mission to invite people to belong, connect, and believe. Storytelling gets us there. From understanding stakeholders and contexts to crafting experiences that resonate and delight, storytelling gets us to the moments that count. In this talk, we will discuss how you can use storytelling to pinpoint compelling UX opportunities — opportunities that invite a flicker of hope in the hearts of many and inspire action. (presented at the Homegrown lecture series hosted by AIGA Raleigh Chapter)
This document discusses the concept of reciprocal mentoring and its benefits. Reciprocal mentoring involves mutual learning between participants from different generations or backgrounds. It features equal partnerships where both parties contribute unique talents and perspectives. By embracing diversity, reciprocal mentoring can help break down stereotypes and cultural assumptions. The role of teachers is also changing to focus more on nurturing students' strengths, critical thinking, and future opportunities through questioning approaches like Socratic method. Reciprocal mentoring and learner voice can help engage students and meet their needs.
Telling Your Story Through Branding is an overview of how stories serve as vehicles to illustrate differentiation and easily share the brand experience.
The document provides recommendations for improving UNICEF's donor communications and experiences. It suggests taking a storytelling approach that frames information and impact in an interactive way similar to being part of a play. Specific cues are identified like showing clear and immediate impact, allowing interactivity and participation, and creating a sense of belonging to a larger collective effort. Examples are given of reframing facts into stories that build empathy and convey UNICEF's work in helping families get on solid ground through health interventions. The implications discussed are to research both conscious and subconscious decision-making and to offer concrete solutions to partners.
This document discusses various factors related to happiness, life satisfaction, and positive psychology. It mentions criteria for happiness such as money, convenience, and relationships. It also discusses returning to one's natural weight after dieting, how daily commutes can decrease happiness, and focusing on what people want to achieve versus what they have achieved. Several tips are provided for cultivating positivity, such as focusing on strengths, reframing problems, asking positive questions, and acknowledging achievements.
This document discusses several books and concepts related to maintaining relevance in the 21st century. It outlines ideas from books on emotional intelligence, dealing with difficult people, leading change, developing wealth, marketing engagement, gaining power, entrepreneurship, and motivating employees. The key themes discussed include the importance of self-awareness, controlling encounters, exploring options, cultivating wealth creation, building genuine relationships, preparation, questioning assumptions, and adapting to remain competitive in a changing environment.
This document discusses several books and concepts related to maintaining relevance in the 21st century. It outlines ideas from books on emotional intelligence, dealing with difficult people, leading change, developing wealth, marketing engagement, gaining power, entrepreneurship, and motivating employees. The key themes discussed include developing self-awareness, controlling encounters with challenges, creating long-term plans for change and learning, cultivating wealth from a young age, engaging customers through relationships, preparing for success through networks and reputation, seeing opportunities that others may miss, and understanding the need for organizations to change with market forces.
This document discusses the need to transform professional development (PD) programs for teachers in light of changes brought about by new technologies and increased access to information. It argues that PD must shift its focus from content delivery to supporting teachers as learners who can develop skills like collaboration, creativity, and problem-solving. School policies and measures of success need to change to encourage risk-taking with technology and personal discovery. The goal is to promote lifelong learning and help teachers prepare students for a world of abundance rather than scarcity.
Characteristics of learning organizationlalitsukhija1
This document discusses the characteristics of a learning organization. It defines a learning organization as one that continuously adapts and changes through facilitating the learning of all its members. The key characteristics that enable a learning organization are described as mental models, shared vision, team learning, systems thinking, and personal mastery. Examples of best practices that cultivate these characteristics are provided. The document also outlines three categories for building a learning organization: applying academic theories of learning to business, presenting practical solutions, and offering guidelines without a prescriptive approach.
EA Effectiveness: It’s not about how much you know but how you use it Mike Walker
The document provides an overview of soft skills and emotional intelligence for enterprise architects. It discusses how architects traditionally focus more on technical IQ over EQ, and the impacts of that. It encourages shifting to a mindset of starting with understanding why before considering how or what. The document provides tips for architects' communication journeys, including learning from other professions, body language, accountability, and having a sense of humor. Resources for further developing soft skills and EQ are also listed.
Appreciative Inquiry is an organizational development approach that focuses on identifying what is working well within an organization and amplifying it, rather than focusing on problems. It involves systematically discovering an organization's strengths and successes through the "4-D" cycle of Discovery, Dream, Design, and Destiny. The goal is to envision a preferred future and implement innovative changes that move the organization closer to that vision, grounded in what has worked well in the past. Appreciative Inquiry transforms negative dialogue into positive, optimistic discussions that strengthen relationships and resilience within organizations.
Nick Jankel shares his journey from running profitable companies focused on consumerism to pursuing social innovation and entrepreneurship. He discusses the transition from Enterprise 1.0 focused solely on profit to Enterprise 2.0 which uses business as a vehicle to benefit people and the planet. Jankel advocates recalibrating the world towards thriveability by connecting head, heart and hand in service of people and the planet. He offers tools and training to teach others how to innovate and collaborate effectively to co-create a better world.
The document outlines nine steps for improving creativity: 1) Question everything and challenge the status quo, 2) Learn to delay judgement, 3) Allow chaos and enjoy it, 4) Encourage sharing and collaboration, 5) Get the best out of your team, 6) Switch between divergent and convergent thinking, 7) Utilize visual thinking, 8) Invent solutions to real problems, and 9) Learn as if you will live forever. It then provides a "subway map" as a tool for managing creativity with different stations focused on clarifying problems, generating ideas, and implementing solutions.
Taking The No Out Of Innovation Mike Brown 1231639337322878 2dougwelsh
The document is a book about enhancing innovativeness titled "Taking the NO Out of InNOvation" by Mike Brown. It touches on eight perspectives and techniques for developing innovativeness, including being introspective to understand creative strengths, building a diverse creative team, refreshing perspectives by forgetting conventional wisdom, borrowing and improving upon existing ideas, embracing new possibilities, asking inquisitive questions, prioritizing and creating artifacts from ideas, and persisting through the innovation process. The book provides examples and exercises to develop each of these perspectives.
Similar to Bucket Brigade on Designing for Creativity (20)
Taking The No Out Of Innovation Mike Brown 1231639337322878 2
Bucket Brigade on Designing for Creativity
1. HOW DO YOU DESIGN FOR
CREATIVITY?
BROUGHT TO YOU BY THE BUCKET BRIGADE
and a plea to help foster creativity in the classroom
2. “CREATIVITY IS THE PROCESS
OF HAVING ORIGINAL IDEAS
THAT HAVE VALUE.”
– SIR KEN ROBINSON
http://bit.ly/educationbrilliantlyput
3. CREATIVITY IS ALSO
THE PRODUCT OF
A DYNAMIC SYSTEM.
IF WE WANT TO FOSTER CREATIVITY,
WE NEED TO UNDERSTAND HOW THE
ELEMENTS OF THAT SYSTEM INTERACT.
4. DIVERGENT THINKING
CONVERGENT THINKING
AT ITS CORE,
CREATIVITY FLOWS
FROM THE INTERACTION
OF TWO FORCES.
5. DIVERGENT THINKING IS THE FREE
FORM, OFTEN SPONTANEOUS,
EXPLORATION OF MANY NOVEL IDEAS.
CONVERGENT THINKING IS THE SEARCH
FOR THE MOST CORRECT ANSWER TO A
CLEARLY DEFINED PROBLEM.
6. DIVERGENT THINKING IS IMAGINING
100 UNIQUE USES FOR A PAPERCLIP.
CONVERGENT THINKING IS YOUR
TYPICAL STANDARDIZED TEST.
8. DIVERGENT THINKING CAN OFTEN LEAD
THE PROCESS OF PROBLEM SOLVING,
CREATING MANY POSSIBILITIES TO BE
WINNOWED DOWN BY CONVERGENT THINKING.
BUT TRULY CREATIVE IDEAS ARE OFTEN
BIRTHED FROM MANY ROUNDS OF GOING
BACK AND FORTH BETWEEN THE TWO.
9. DIVERGENT THINKING REQUIRES THE COURAGE
TO MAKE MISTAKES, THE FREEDOM TO PLAY,
AND A PUSH TO EXPLORE NEW PERSPECTIVES.
CONVERGENT THINKING REQUIRES NECESSITY,
WELL DEFINED OBJECTIVES, KNOWLEDGE,
AND REASONING SKILLS.
10. THE DESIGN OF SYSTEMS AND
ENVIRONMENTS THAT FOSTER
CREATIVITY IS A PROCESS OF
BALANCING EQUAL OPPORTUNITY
FOR, AND ENSURING INTERACTION
BETWEEN, DIVERGENT AND
CONVERGENT THOUGHT.
11. Foster an
Reward
Atmosphere
Curiosity Be
Encourage of Play
Persistent
Mistakes
Try on New
Perspectives
Urge Define the
Non-conformity Problem for
Yourself
DIVERGENT THINKING
Focus
Attention
CONVERGENT THINKING Ensure
Adequate
Education
Set Clear
Provide
Objectives
Building Blocks of
Encourage
Reasoning Skills Become Aware of
Melding of Optimal
Solutions Test, Your Internal
Measure, and Reasoning Process
Refine
12. COLLABORATION IS CRITICAL –
AS WE GROW OLDER, WE TEND TO BECOME
SPECIALIST THINKERS, RELYING HEAVILY ON A
SINGLE MODE OF THOUGHT.
GROUPS THAT BALANCE CONVERGENT AND
DIVERGENT THINKERS ARE ABLE TO SOLVE
PROBLEMS MORE EFFECTIVELY.
13. SO WHY DOES CREATIVITY MATTER?
CREATIVITY IS
THE MEASURE
OF OUR RESILIENCE.
IN A WORLD WHERE THE
FUTURE IS NOW MORE
UNPREDICTABLE THAN EVER
BEFORE, CREATIVITY IS AT
THE CORE OF OUR ABILITY TO
WEATHER UNFORESEEN AND
DISRUPTIVE EVENTS.
14. THE FUTURE DEPENDS ON OUR ABILITY TO DEVELOP
A NEW CROP OF CREATIVE PROBLEM SOLVERS.
NOWHERE IS CREATIVITY
MORE CRITICAL OR IN
GREATER CRISIS THAN
TODAY’S CLASSROOM.
15. Reward
Curiosity
Try on New
Perspectives Encourage
Mistakes
Foster an
Atmosphere Define the
of Play Problem for
Yourself
Be WE MUST RE-BALANCE THE EDUCATION SYSTEM.
Persistent
WE NEED CREATIVE IDEAS
TO BRING DIVERGENT
Urge
Non-conformity
THINKING BACK TO
THE CLASSROOM.
16. AND BECAUSE THE FUTURE IS A PLACE
WE’D ALL LIKE TO VISIT SOMEDAY,
EACH OF US HAS A PART
TO PLAY IN DESIGNING IT.
PLUS, IT’S KINDA FUN.
17. HERE ARE SOME THOUGHTS
TO GET YOU STARTED.
EXERCISE YOUR DIVERGENT THINKING,
GRAB A PEN AND PAPER AND PUSH
YOURSELF TO COME UP WITH
10-20 UNIQUE IDEAS.
18. IF YOU WANT TO CHANGE A SYSTEM, THE
MOST POWERFUL WAY TO START IS BY
QUESTIONING THE PARADIGMS BEHIND IT.
WHAT IF CREATIVITY WAS CONSIDERED
JUST AS IMPORTANT AS LITERACY?
EXERCISE: WHAT WOULD AN EDUCATION
SYSTEM BE LIKE IF IT PUT CREATIVITY AT
THE CORE OF ITS VALUES? WOULD IT
SPLINTER SUBJECTS INTO DIFFERENT
CLASSES? WOULD IT GROUP CHILDREN
SOLELY BY THEIR AGE? WOULD STUDENTS
SIT IN DESKS? WOULD TEACHERS NEED
CLASSROOMS? QUESTION THE MOST
BASIC ASSUMPTIONS OF HOW SCHOOL
SHOULD BE RUN AND HOW STUDENTS
SHOULD BEHAVE.
19. A SYSTEM IS ONLY AS EFFECTIVE AS THE
GOALS IT SETS FOR ITSELF. TODAY’S
EDUCATION SYSTEM HAS ONE MYOPIC
FOCUS: MATRICULATION.
EXERCISE: SET NEW GOALS FOR
EDUCATION AND EXPLORE HOW TO
ACHIEVE THOSE GOALS. FOR EXAMPLE,
WHAT IF WE EXPECTED SCHOOLS AND
STUDENTS TO HELP SOLVE REAL
PROBLEMS IN THEIR LOCAL
COMMUNITIES? HOW WOULD YOU SET
THAT GOAL, HOW WOULD YOU DESIGN
INTERACTIONS (GAMES, SCIENCE FAIRS,
TRIPS) AROUND ACCOMPLISHING
THAT TASK?
20. IF EDUCATION IS THE ANSWER TO
CONFRONTING TOMORROW’S CHALLENGES,
THE SCHOOL SYSTEM MUST HAVE THE
ABILITY TO ADAPT TO THOSE CHALLENGES.
HOW DO WE EMPOWER STUDENTS AND
SCHOOLS TO SELF-ORGANIZE AND EVOLVE?
EXERCISE: THINK ABOUT TECHNOLOGIES
THAT WOULD HELP STUDENTS AND
SCHOOLS MAKE PREDICTIONS ABOUT THE
FUTURE – AND THEN CONFRONT THOSE
PREDICTIONS. HOW DO WE EMPOWER
STUDENTS TO SELF-ORGANIZE AROUND
THEIR PASSIONS AND TALENTS?
21. IF SCHOOLS SEEM TO BE RUN BY MIDDLE
MANAGERS, IT’S BECAUSE THEY ARE.
IN ANY SYSTEM, THE PEOPLE THAT MAKE
THE RULES DEFINE BEHAVIOR THROUGH
THEIR OWN CONTEXT.
EXERCISE: WHAT WOULD SCHOOL BE LIKE
IF SOMEONE ELSE CREATED THE RULES,
PUNISHMENTS, AND INCENTIVES? HOW
WOULD TED DESIGN LECTURES TO INSPIRE
CREATIVITY? HOW WOULD A JAZZ
MUSICIAN GIVE HOMEWORK? HOW WOULD
A GAME DESIGNER UNLOCK
ACHIEVEMENTS FOR CREATIVE IDEAS?
22. THE TRIED AND TRUE INCENTIVE FOR
EDUCATION, THAT A DEGREE ASSURES A GOOD
JOB, IS NO LONGER AS TRUE AS IT ONCE WAS.
EXERCISE: HOW DO WE REWARD CREATIVE
BEHAVIOR? OUTSIDE OF SCHOOL, THE MOST
COMMON SYSTEM FOR REWARDING
CREATIVITY IS CALLED CAPITALISM. WHAT
CAN WE LEARN FROM THAT SYSTEM? CAN WE
APPLY IT INSIDE SCHOOL?
23. INNOVATION IS THE PROCESS OF
REMIXING NEW TECHNOLOGIES INTO
EXISTING SYSTEMS. TODAY, INNOVATION
PLAYS A BIGGER PART IN MARKETING
PRODUCTS TO KIDS THAN FOSTERING
CREATIVITY IN THEIR CLASSROOM.
EXERCISE: WHAT TECHNOLOGIES BELONG
IN A MODERN CLASSROOM? HOW SHOULD
THEY BE USED TO FOSTER COLLABORATIVE
CREATIVITY? HOW DO YOU ENCOURAGE
CONTINUAL INNOVATION IN THE
EDUCATION SYSTEM?
24. A GENERATIVE RELATIONSHIP IS ONE THAT
PRODUCES NEW SOURCES OF VALUE THAT
CANNOT BE FORESEEN IN ADVANCE. IN TIMES
OF DYNAMIC CHANGE, ORGANIZATIONS NEED
TO CULTIVATE AS MANY GENERATIVE
RELATIONSHIPS AS THEY CAN.
EXERCISE: WHAT BRANDS AND
ORGANIZATIONS STAND FOR CREATIVITY
AND/OR HAVE AN INTEREST IN A MORE
CREATIVE WORKFORCE? THINK ABOUT WHAT
VALUE THEY CAN BRING TO THE TABLE TO
CREATE NEW CREATIVE OPPORTUNITIES
FOR STUDENTS.
25. Try on New
Perspectives
Reward
Curiosity
Define the
Foster an Problem for
Atmosphere
HOW MANY IDEAS DO YOU HAVE SO FAR?
Yourself
of Play
HERE’S A FINAL EXERCISE TO HELP YOU
GET TO 20 UNIQUE IDEAS:
Be
Persistent
MATCH THE REQUIREMENTS FOR
DIVERGENT THINKING ON THE LEFT, WITH
Encourage
THE ENVIRONMENTS STUDENTS FIND
Mistakes THEMSELVES IN, AND THE TECHNOLOGIES
Urge THEY ARE LIKELY TO USE. FOR EXAMPLE,
Non-conformity HOW CAN WE REWARD STUDENTS’
CURIOSITY, ON THE BUS, USING THEIR
MOBILE PHONES?
26. ALL DONE? SUBMIT YOUR IDEAS
FOR A DAMN GOOD CAUSE. HTTP://BIT.LY/DROPINTHEBUCKET
During the week of February 7th, 2011, The Bucket Brigade will be competing to
generate breakthrough ideas that will help children entering the education
system become creative thinkers. The best ideas may even be put into practice.
Click on the link to the right to submit your ideas for the program.
CURIOUS ABOUT
THE BUCKET BRIGADE?
HTTP://BIT.LY/JOINTHEBUCKET We want to re-define strategy for a more complex, connected, and
unpredictable century. We’re also working to assemble a network of creative
professionals with the mission to confront the most complex problems.
If you like ambitious goals and daring thinkers, please consider signing up for
more information.