This document discusses frameworks and conditions for knowledge sharing and creativity. It describes how Scrum promotes creativity through self-organizing teams, transparency, and adaptation. It also discusses extensions to Scrum like pair programming that further encourage creativity. The document lists trust, positive communication, having team spirit, appreciation, and a positive physical environment as conditions for knowledge sharing. It discusses diffusion of innovations through horizontal and vertical examples. It also covers cultural transmission in organizations and intercultural communication principles. The document defines creativity and lists some potential "creativity killers." Finally, it identifies knowledge sharing as a key condition for creativity.
Many people seem to realize that the standard (waterfall way) of software development doesn't deliver the requested results. Agile is the way to go. But how to make sure that you will get what you want? What contract to prepare? Seeing the lack of ready templates, Agile contracting still seem to be a real challenge.
This document discusses the concept of a digital footprint and connected learning. It begins by outlining some guiding questions about how technology can best meet the needs of learning communities and personal learning. It then discusses the idea of the "connected educator" and how students today are constantly connected via technology. The document discusses concepts like connected learning, personal learning networks, and communities of practice. It provides examples of how educators can develop learning communities using tools like Twitter, blogs, and online conversations. Overall, the document advocates for embracing connected learning and using digital tools and online networks to enhance collaboration and knowledge sharing among educators.
The document discusses skills needed for the 21st century, including critical thinking, creativity, collaboration, growth mindset, determination, self-regulation, compassion, curiosity, digital citizenship, communication, play, experimentation, grit, information literacy, and connected learning. It emphasizes the importance of developing these skills through play, iteration, and connecting learning both inside and outside the classroom through collaboration with others around the world. Students need to learn attention, participation, knowledge production, and "crap detection" to effectively engage with online information.
This document discusses using technology to implement higher level thinking skills aligned with Common Core objectives. It provides examples of using tools like iPad apps, interactive websites, digital storytelling and Scratch to engage students in projects involving skills like analysis, evaluation, and synthesis. Concerns about Common Core are addressed by focusing on concepts rather than facts and ensuring lessons are relevant, interesting, and connect to students' lives. Bloom's Taxonomy is presented as a framework for developing critical thinking through questioning techniques.
The document discusses connected learning and trends in digital education. It provides insights from experts on topics like personal learning networks, collective intelligence, and how technology is changing the ways people learn and work. The key takeaways are that learning is becoming more connected, personalized, and takes place through collaboration and social interaction.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
Many people seem to realize that the standard (waterfall way) of software development doesn't deliver the requested results. Agile is the way to go. But how to make sure that you will get what you want? What contract to prepare? Seeing the lack of ready templates, Agile contracting still seem to be a real challenge.
This document discusses the concept of a digital footprint and connected learning. It begins by outlining some guiding questions about how technology can best meet the needs of learning communities and personal learning. It then discusses the idea of the "connected educator" and how students today are constantly connected via technology. The document discusses concepts like connected learning, personal learning networks, and communities of practice. It provides examples of how educators can develop learning communities using tools like Twitter, blogs, and online conversations. Overall, the document advocates for embracing connected learning and using digital tools and online networks to enhance collaboration and knowledge sharing among educators.
The document discusses skills needed for the 21st century, including critical thinking, creativity, collaboration, growth mindset, determination, self-regulation, compassion, curiosity, digital citizenship, communication, play, experimentation, grit, information literacy, and connected learning. It emphasizes the importance of developing these skills through play, iteration, and connecting learning both inside and outside the classroom through collaboration with others around the world. Students need to learn attention, participation, knowledge production, and "crap detection" to effectively engage with online information.
This document discusses using technology to implement higher level thinking skills aligned with Common Core objectives. It provides examples of using tools like iPad apps, interactive websites, digital storytelling and Scratch to engage students in projects involving skills like analysis, evaluation, and synthesis. Concerns about Common Core are addressed by focusing on concepts rather than facts and ensuring lessons are relevant, interesting, and connect to students' lives. Bloom's Taxonomy is presented as a framework for developing critical thinking through questioning techniques.
The document discusses connected learning and trends in digital education. It provides insights from experts on topics like personal learning networks, collective intelligence, and how technology is changing the ways people learn and work. The key takeaways are that learning is becoming more connected, personalized, and takes place through collaboration and social interaction.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses creativity and techniques for promoting creativity in teams. It begins by defining creativity as the ability to create novel and useful ideas, products, or solutions. It then discusses why studying creativity in teams is important, noting that innovation distinguishes leaders and that people can become more creative through training. The document outlines some common barriers to creativity in teams, such as unreasonable demands, fear of failure, rigid rules, and an unstimulating workplace. It concludes by describing five techniques used to promote communication and creativity in teams: brainstorming, nominal group technique, Delphi technique, electronic brainstorming, and the affinity technique.
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
Network Literacy & the Tools of EngagementAlec Couros
This document discusses network literacy and tools for engagement in education. It covers several topics including forms of openness in education, influences on the field, available tools, and how social networks and new media are changing learning and teaching. Key questions are posed around how knowledge is acquired and controlled. Challenges for teachers with new technologies are addressed, as well as strategies for understanding emerging media and encouraging new forms of creativity in the classroom. Benefits of more open and connected learning experiences are presented.
This document discusses the need for schools to adapt to changing times and prepare students for the 21st century. It outlines six trends in a digital age: from analogue to digital, tethered to mobile, closed to open, isolated to connected, generic to personal, and consuming to creating. It argues that the classroom experience is becoming increasingly irrelevant if schools do not redefine themselves. It also discusses shifts in how students learn, focusing on multiliteracy, active content creation, and global collaboration. Overall, the document advocates for schools to shift from an emphasis on teaching to co-learning in order to remain relevant in the modern world.
This document discusses connected learning and digital literacy. It defines connected learning as learning that occurs through connections with other learners based on conversation and interaction. Connected learning shifts the focus of literacy from individual expression to community involvement. The document also discusses new literacies that have emerged in the digital age, including skills like play, performance, negotiation, and collective intelligence. It emphasizes the importance of personal learning networks and connected learning communities for facilitating connected learning. Overall, the document advocates for embracing connected, collaborative approaches to learning that leverage digital tools and networks.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
a mash up of ideas, notes and resources to help my lovely but disorganised bunch of A2 Media Studies students. bits borrowed from here and there - use how you wish.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
The document discusses creative collaboration in groups. It describes several techniques for group creativity such as brainstorming, brainwriting, nominal group technique, mind mapping, and storyboarding. It notes that while groups have advantages like bringing together diverse knowledge, they also face challenges to creativity like social loafing and pressure for conformity. Groups can improve creativity by embracing diversity, facilitating supportive communication, and using techniques that incorporate individual and group idea generation and sharing. The document advocates exposing groups to different domains to break down barriers between fields and encourage novel combinations of ideas.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
This document summarizes Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main points included:
- Connected learning occurs through interactions and conversations between learners. Learning is collaborative and based on networking.
- Connected learning focuses on engaging learners and solving complex problems, rather than just content delivery. It involves skills like sharing, cooperating, collaborating and collective action.
- For schools to be relevant in the 21st century, they need to transform and redefine themselves, not just reform at the edges. This requires changing beliefs, values and the school culture to support innovation.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
Lucy Gray gave a presentation on preparing students to be global citizens. She discussed the need for globally connected classrooms in today's world due to factors like new media, 21st century skills, and complex global problems. She outlined her vision of helping students develop global competency and solve real-world problems through collaboration across borders. Examples of projects and tools for the classroom were also shared, along with resources for connecting schools globally.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills and strategies for 21st century learning. It identifies seven key survival skills for the 21st century: critical thinking, collaboration, agility, initiative, communication, assessing information, and curiosity. It also discusses the importance of innovation, brain research that supports experiential learning, 21st century skills like problem solving and communication, and digital and media literacy. Finally, it advocates for collaboration as a key to overcoming global challenges.
Honours lecture about leadership, crowdsourcing and social mediaFrank Willems
Frank Willems gave a lecture about crowdsourcing and social media. He is a professor at Hanze University of Applied Sciences in Groningen and innovator in directing and crowdsourcing. The agenda included discussing change management and leadership, social networks, crowdsourcing, social media as a trigger for change, and the Hanze Social Media Lab project. The lecture covered concepts like social capital, connecting social capital, crowdsourcing, tribes, co-creation and examples like LEGO design crowdsourcing, fishermen collecting data, restaurant reviews, and bird counting communities.
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses creativity and techniques for promoting creativity in teams. It begins by defining creativity as the ability to create novel and useful ideas, products, or solutions. It then discusses why studying creativity in teams is important, noting that innovation distinguishes leaders and that people can become more creative through training. The document outlines some common barriers to creativity in teams, such as unreasonable demands, fear of failure, rigid rules, and an unstimulating workplace. It concludes by describing five techniques used to promote communication and creativity in teams: brainstorming, nominal group technique, Delphi technique, electronic brainstorming, and the affinity technique.
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
Network Literacy & the Tools of EngagementAlec Couros
This document discusses network literacy and tools for engagement in education. It covers several topics including forms of openness in education, influences on the field, available tools, and how social networks and new media are changing learning and teaching. Key questions are posed around how knowledge is acquired and controlled. Challenges for teachers with new technologies are addressed, as well as strategies for understanding emerging media and encouraging new forms of creativity in the classroom. Benefits of more open and connected learning experiences are presented.
This document discusses the need for schools to adapt to changing times and prepare students for the 21st century. It outlines six trends in a digital age: from analogue to digital, tethered to mobile, closed to open, isolated to connected, generic to personal, and consuming to creating. It argues that the classroom experience is becoming increasingly irrelevant if schools do not redefine themselves. It also discusses shifts in how students learn, focusing on multiliteracy, active content creation, and global collaboration. Overall, the document advocates for schools to shift from an emphasis on teaching to co-learning in order to remain relevant in the modern world.
This document discusses connected learning and digital literacy. It defines connected learning as learning that occurs through connections with other learners based on conversation and interaction. Connected learning shifts the focus of literacy from individual expression to community involvement. The document also discusses new literacies that have emerged in the digital age, including skills like play, performance, negotiation, and collective intelligence. It emphasizes the importance of personal learning networks and connected learning communities for facilitating connected learning. Overall, the document advocates for embracing connected, collaborative approaches to learning that leverage digital tools and networks.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
a mash up of ideas, notes and resources to help my lovely but disorganised bunch of A2 Media Studies students. bits borrowed from here and there - use how you wish.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
The document discusses creative collaboration in groups. It describes several techniques for group creativity such as brainstorming, brainwriting, nominal group technique, mind mapping, and storyboarding. It notes that while groups have advantages like bringing together diverse knowledge, they also face challenges to creativity like social loafing and pressure for conformity. Groups can improve creativity by embracing diversity, facilitating supportive communication, and using techniques that incorporate individual and group idea generation and sharing. The document advocates exposing groups to different domains to break down barriers between fields and encourage novel combinations of ideas.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
This document summarizes Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main points included:
- Connected learning occurs through interactions and conversations between learners. Learning is collaborative and based on networking.
- Connected learning focuses on engaging learners and solving complex problems, rather than just content delivery. It involves skills like sharing, cooperating, collaborating and collective action.
- For schools to be relevant in the 21st century, they need to transform and redefine themselves, not just reform at the edges. This requires changing beliefs, values and the school culture to support innovation.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
Lucy Gray gave a presentation on preparing students to be global citizens. She discussed the need for globally connected classrooms in today's world due to factors like new media, 21st century skills, and complex global problems. She outlined her vision of helping students develop global competency and solve real-world problems through collaboration across borders. Examples of projects and tools for the classroom were also shared, along with resources for connecting schools globally.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills and strategies for 21st century learning. It identifies seven key survival skills for the 21st century: critical thinking, collaboration, agility, initiative, communication, assessing information, and curiosity. It also discusses the importance of innovation, brain research that supports experiential learning, 21st century skills like problem solving and communication, and digital and media literacy. Finally, it advocates for collaboration as a key to overcoming global challenges.
Honours lecture about leadership, crowdsourcing and social mediaFrank Willems
Frank Willems gave a lecture about crowdsourcing and social media. He is a professor at Hanze University of Applied Sciences in Groningen and innovator in directing and crowdsourcing. The agenda included discussing change management and leadership, social networks, crowdsourcing, social media as a trigger for change, and the Hanze Social Media Lab project. The lecture covered concepts like social capital, connecting social capital, crowdsourcing, tribes, co-creation and examples like LEGO design crowdsourcing, fishermen collecting data, restaurant reviews, and bird counting communities.
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Knowledge sharing and creative environment
1. Knowledge sharing & creative
environment
notes from the field
author: Waldemar Kokorzycki
mail: kokorzyc@yahoo.com
with friendly comments from: Dorin Lupu , Peter Frank
3. scrum – framework,
promotes creativity part 2
Team self-organizing
Teams is cross-functional
no titles
no sub-teams
role of Scrum Master
Product Backlog
Sprint Backlog
4. scrum – framework,
promotes creativity part 3
transparency
inspection
adaptation
many loops – stable dynamic system
5. scrum – extensions,
which promotes creativity
-fedex day
- pair programming
- kt sessions
- modifications to scrum retrospective
- brainstorming
- new ways of thinking
16. cultural transmission
the way to learn and pass on new information
how a culture socializes with its children and
young people
# learned through experience and participation
# acceptance for risk
# acceptance for failure
# acceptance for testing
# acceptance for new ways of doing
17. cultural transmission
Education
Kids are taught
how to behave
what to think
which tools to use
but not
what is possible
how to be brave
what is still to discover
18. Inter-cultural communication principles
preserves mutual respect and minimizes antagonism
shared system of symbols, beliefs, attitudes,
values,
expectations, and norms of behaviour
Source: http://en.wikipedia.org/wiki/Intercultural_communication_principles
19. creativity
definition #1:
tendency to generate or recognize ideas, alternatives, or
possibilities that may be useful in solving problems,
communicating with others, and entertaining ourselves and
others.
definition #2:
phenomenon whereby something new and valuable is created
(such as an idea, a joke, a literary work, a painting or musical
composition, a solution, an invention)
definition #3:
well trained associative network
21. condition for creativity:
knowledge sharing
between people
between companies (at the end people)
Examples:
# Silicon Valley
# Middle size German companies
23. global associative network
well working knowledge sharing env
creates global associate network,
where miracles can be invented
source: Avatar
Editor's Notes
Sprint Planning – visibility to everyone, everyone taking part, enforce s planning & future thinking
Daily Scrum - whole team status visible, concerns are shared, solution proposed by whole team, improve communication
Sprint Review – feedback on progress, improvment towards goals, demonstration of „Done”, external feedback loop
Sprint Retrospective – feedback on team, methodology, people, relationships, process, and tools; Identify and order the major items that went well and potential improvements, identify improvments, collaboration loop
Team self-organizing – requires exchange of ideas
Teams is cross-functional – different set of skills
no titles – promotion of openess, employee does not dare to report any problems to the boss in very hierarchical structures
no sub-teams – enforcment for skills difussion
role of Scrum Master - coaching Dev Team in environment
coaching Organization about Team
causing changes for increase productivity
encourage for improvments
protecting the team
Product Backlog – visibility of context
Sprint Backlog – visibility of progress
transparency – prerequisite for loops, requires minimal data collection, team performance/struggling is visible giving the option to correct by stakeholders
Inspection – frequent review of current work & state gives the team ability to creative change
Adaptation - it is critical to make changes and adapt to the new ideas, information, and current environment of the work
Trust is the basic tenant for all relationships, so building an environment of trust is one of the most important things you can do to create a positive work environment. It's a philosophy that must be demonstrated in everything you and your collegues do.
Trust is about doing what you say you are going to do and being who you say you are.
It will take some time for your team members to learn that you are a person of your word. If they see that you are consistent you will build trust, but if they see your words don't match your behaviors their trust in you will be destroyed. The unfortunate thing about trust is that it takes a long time to build, but it's very fragile and will break easily. Once broken, it takes an even longer time to regain, and it may never be fully rebuilt. Therefore, it is of primary importance that you are aware of all your words and behaviors and insure that they are worthy of your employees' trust.
Reference: http://www.insidejobscoach.com/print_files/ten_ways.htm
# each employee needs to feel valued. This is best accomplished through listening to each person and honoring each one for what s/he has to say. By doing this you will respect every individual. meet team members and discuss your organization's philosophy, values, mission and goals.
share ideas and thoughts on how they individually and as a team can help to exemplify these.
share work ethic, commitment to the job and facility, and your values.
# open personality (listening other opinion/already set the mind?)
http://en.wikipedia.org/wiki/Big_Five_personality_traits
Source:
#1 http://www.insidejobscoach.com/print_files/ten_ways.htm
There is a concept called 'The Self-Fulfilling Prophecy' which states that people generally will perform in the way others expect them to perform.
So, if you have high expectations for your collegues, treat them as if they are capable, competent people and expect them to function as such, they will rise to the occasion and be the excellent as you see them to be.
However, if you micromanage them, expect them to be mediocre and treat them as if they can't function well on their own, that is the behavior they will give you
Source:
#1 http://www.insidejobscoach.com/print_files/ten_ways.htm
Expectations can work as an inner push, but not if taken to levels of perfectionism. Expectations can be helpful as fuel, unless you are drowning yourself in them which is too harsh on the inner spirit. It’s difficult to keep desires balanced and ignited at the same time.
http://therapyideas.net/depression.htm
needs to feel belonging to group
supportive work group
attitude of cooperation rather than competition
every person plays an important role
team members recognize and appreciate each other for the unique skills
Source:
#1 http://www.insidejobscoach.com/print_files/ten_ways.htm
positive feedback strengthens motivation
appreciation allows risk and testing new method
acceptance reduces the failure discomfort
physical environment on is clean, bright, attractive and cheerful. Make sure it has as much natural light as possible,
and that each staff member has room for their own personal space.
(basic needs of Maslov pyramid to allow jump on another layer)
Source:
#1 http://www.insidejobscoach.com/print_files/ten_ways.htm
make your workplace feel happy and festive
find reasons to celebrate together, such as birthdays, birth of a baby or grandchild, moving into a new house, etc.,
and having small parties to celebrate these events.
If possible provide a cake, and put up a sign or banner in the break
Source:
#1 http://www.insidejobscoach.com/print_files/ten_ways.htm
#2 http://paulwebster.me/tag/work-from-home/
Source:
#1 Innovation in Cultural Systems Contributions from Evolutionary Anthropology by Michael J. O’Brien and Stephen J. Shennan
* avoid using slang and idioms,* listen carefully and, if in doubt, ask for confirmation of understanding (particularly important if local accents and pronunciation are a problem),* investigate person culture's perception of your culture by reading literature about your culture through their eyes before entering into communication with them,
definition #1: tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Human Motivation, 3rd ed., by Robert E. Franken
http://williamgill.de/2013/06/09/what-stalin-learned-about-incentives-and-how-most-companies-are-still-doing-it-wrong/?utm_content=buffer90ee5&utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer
Innovation requires time, effort and resources… resources that would necessarily have to be taken away from producing
output for the monthly target. As a result, little extra effort was invested in innovative creative idea creation.
Furthermore the monthly targets kept people focussed very much on the present, where innovation necessarily requires
investing today in things that will not pay off until tomorrow or next year.
everyone believes in what you are trying to achieve, and is motivated intrinsically by the challenge, the vision, and the passion to win?
http://99u.com/articles/14599/the-5-most-dangerous-creativity-killers
# Middle size German companies (Middlestand ecosystem)