I submitted this proposal to modify our labor structure to increase the level of responsibility for our mid-level workers' so that we can fill the leadership gap that exists between our senior level workers and our incoming freshman. In the past, our department would promote a few workers to the senior level based upon merit and we'd assign projects and tasks to our mid level workers that didn't really engage them. This created a retention gap and we lost a lot of experienced workers as a result. And we often found that our senior level workers struggled so much to find a balance learning how to juggle all of their new responsibilities that they often neglected our mid level workers and didn't have the social or leadership skills to connect with our freshman workers. The intent of the new structure is outlined within the proposal to address some of those issues now that we have a more experienced mid level staff who has enough proficiency to move on toward the senior level. The modifications were designed to overcome the group dysfunctions found in many organizations outline by Bruce Tuckman's model. The good news is that many of the ideas in this proposal were accepted and approved and we will be adopting most of the new student labor structure for the upcoming academic school year.
TMA World Viewpoint 37: How To Resolve Conflict In The WorkplaceTMA World
A conflict can be used as an asset, however this is dependent on the clash being handled with a constructive mindset.
This TMA World presentation outlines how to successfully resolve conflict to ensure a positive outcome for your organization.
For more information on successfully managing conflict and other skills you and your organization need to thrive in the borderless workplace, contact us today: enquiries@tmaworld.com
How to Resolve Conflict and Build Better Relationships at Work - @Ei4ChangeEi4Change
A set of slides that looks at conflict at work. Contains insights into the reasons for conflict and how it arises with hints and tips to help you to resolve conflict and disagreements.
This slide set is available as a series of Lightbulb Moments cards. These have been well received as a valuable resource in education, training and coaching.
Lightbulb Moments are free to download from the Ei4Change website. http://goo.gl/qNc5qR
TMA World Viewpoint 37: How To Resolve Conflict In The WorkplaceTMA World
A conflict can be used as an asset, however this is dependent on the clash being handled with a constructive mindset.
This TMA World presentation outlines how to successfully resolve conflict to ensure a positive outcome for your organization.
For more information on successfully managing conflict and other skills you and your organization need to thrive in the borderless workplace, contact us today: enquiries@tmaworld.com
How to Resolve Conflict and Build Better Relationships at Work - @Ei4ChangeEi4Change
A set of slides that looks at conflict at work. Contains insights into the reasons for conflict and how it arises with hints and tips to help you to resolve conflict and disagreements.
This slide set is available as a series of Lightbulb Moments cards. These have been well received as a valuable resource in education, training and coaching.
Lightbulb Moments are free to download from the Ei4Change website. http://goo.gl/qNc5qR
Emotional Intelligence is the most fundamental attribute for success in a career.While Intelligent Quotient may take a person to a job, it is Emotional Quotient which sustains him there.
What is Emotional Intelligence. How to develop your Emotional Intelligence.
Presentation made by Philippe Grall, Executive Coach & Trainer.
President of Equilibre Inc.
www.e-quilibre.jp
Initial communication will be made by way of a Slideshow of new structure to teachers involved in the changes. Students will be informed by teachers in the first days of the new schedule. Everyone else will be notified by newsletters sent by email and paper. These newsletters will be sent to parents/guardians and other stakeholders involved in the change.
Computers and printers would be the extent of the tech needed for the communication.
After one month a survey will be sent out by email to discover level of concern and overall opinion of stakeholders. This survey will include options for response to new scheduling.
Negative comments will be looked at individually and evaluated for validity, if questions exist follow up questionnaires will be sent if possible.
The survey will help in being able to explain any confusion from the new program. Long term goals of increasing test scores will only be seen after two years. Till the two years have passed, open communication lines will remain open to further address any misunderstandings in the plan.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
This paper, “Neodymium No Deal (N.D.) explores this great new global innovation in alternative energy technology and the challenges that this sector faces that will undermine the credibility of this commodity in the “clean” and “green” tech energy
field.
DUAYEE VOCATIONAL SCHOOL PROPOSAL TOWARDS BUILDING A MODEL SUSTAINABLE VILLAG...Monica Philosophergurl
Project Description
Ecosa has been asked by Peter Gbelia, the Executive Director of the Empowerment Society, to create a master plan for a sustainable intervention in the village of Duayee in Liberia, Africa. This plan is intended to develop a model approach to sustaining the culture, environment, and economy of the Liberian people.
The village we will be working with is Duayee located near the Yah river. The goal is to create Local Economic Development (LED) by designing a system where more food is produced (improved agro-techniques, seeds, irrigation, fertilizers, fish farm, swamp rice), the surplus can be sold at market creating economic growth, and revenue invested back into human capital and community infrastructure.
This is a challenging project in as much as it is based in a non-western culture and needs to respond to needs that are very different to US expectations. Prior to the start of this design, each participant was required to read the report and proposal provided by the Empowerment Project and the Millennium Development Report. The goal of this project was to research alternative development patterns, materials, social and economic systems to create an integrated design that includes all elements of sustainability from materials to permaculture, energy to food supplies. ECOSA is proposing a vocational school as the best way to illustrate, educate about, and build a truly sustainable village. Through the vocational school, Duayee will be able to educate its population and create a skilled work force by allowing every project in the village to be a learning experience that will expand upon the village's knowledge and skill sets.
Vocational school programs will include:
BUILDING RETROFIT AND NEW CONSTRUCTION | Appropriate Technology, Rainwater Harvesting System
WORKING WITH THE LAND | Earthworks for Rainwater Catchment, Food Forests and Polyculture, Composting, Humanure, and Methane Harvesting
CRAFT INDUSTRIES | Paper Making, Print Making and Publishing
LEARNING FROM DUAYEE : Researcher in Residency Program
In conclusion, ECOSA has determined that a vocational school, through its building and use of space, could be a vital training opportunity for villagers, as well as the kick start to multiple industries and businesses that could bring the village much needed economic support, as well as provide funding to the school. Through the inclusion of tradition in the classes, inspired learning and creativity will take place, as well as building in the respect that these traditions deserve. When the learning process is integrated with physical projects for the community, whose difference the villagers and students can see, the lessons stay in place and inspire even more solutions, based on local knowledge. The local industries and jobs that are created from this model will be more stable than ... http://www.ecosainstitute.org/projects/model-sustainable-village.html
DUAYEE VOCATIONAL SCHOOL PRELIMINARY RESEARCH TOWARDS BUILDING A MODEL SUSTAINABLE VILLAGE | Sustainable Village Model Preliminary Research | Ecosa Institute | Summer 2010
Model Sustainable Village
Project Description
Ecosa has been asked by Peter Gbelia, the Executive Director of the Empowerment Society, to create a master plan for a sustainable intervention in the village of Duayee in Liberia, Africa. This plan is intended to develop a model approach to sustaining the culture, environment, and economy of the Liberian people.
The village we will be working with is Duayee located near the Yah river. The goal is to create Local Economic Development (LED) by designing a system where more food is produced (improved agro-techniques, seeds, irrigation, fertilizers, fish farm, swamp rice), the surplus can be sold at market creating economic growth, and revenue invested back into human capital and community infrastructure.
This is a challenging project in as much as it is based in a non-western culture and needs to respond to needs that are very different to US expectations. Prior to the start of this design, each participant was required to read the report and proposal provided by the Empowerment Project and the Millennium Development Report. The goal of this project was to research alternative development patterns, materials, social and economic systems to create an integrated design that includes all elements of sustainability from materials to permaculture, energy to food supplies. ECOSA is proposing a vocational school as the best way to illustrate, educate about, and build a truly sustainable village. Through the vocational school, Duayee will be able to educate its population and create a skilled work force by allowing every project in the village to be a learning experience that will expand upon the village's knowledge and skill sets. Download the final Duayee Vocational School Proposal, and download the preliminary Research Presentation on Liberia.
For more info check out the project at the ECOSA Institute here: http://www.ecosainstitute.org/projects/model-sustainable-village.html
or copy & paste this URL to catch a glimpse of the final project:
http://www.ecosainstitute.org/index.php?option=com_docman&task=doc_download&gid=71&Itemid=
Berea College Spring 2012 | Senior Capstone Research
Using Ecovative's mycology based packaging strategy, I grew mycelium (mushroom roots that act as a bio adhesive) in grain and then performed, density, weight and Rockwell hardness tests on the fiberglass coated substrate to see whether the composite might work as a viable renewable substitution for petroleum based foams in sport craft manufacturing.
Prescott Sixth Street Redevelopment
Project Description
The Ecosa students have been asked by a council member of the City of Prescott to create a vibrant new "urban" component in the downtown area of Prescott that will enhance the visitor experience and bring a new economic hub into the core of the city.
In broad terms, the client's vision is:
To create an area near downtown Prescott that will act as a hub for a variety of outdoor activities including biking and hiking, and help develop awareness of the outdoor opportunities available in Prescott. To enhance Granite creek that bisects the site and explore possibilities for an interface between commercial, housing, retail spaces, and nature. To create a walkable neigborhood with multi-modal transit throughout. To explore planning strategies to create a lively area that can complement the downtown and bring additional revenues into the city. To anchor the development with small retail stores and avoid any “big box” retail in the area.
The client hopes to create an identifiable neighborhood that potentially includes a main street/corridor for mixed uses, including small retail with residential and/or commercial above. The City of Prescott is repositioning its marketing program to emphasize the natural resources in the area, such as walking and biking trails and the natural beauty surrounding the area. This redevelopment project should tie into this aspect of Prescott and make the Granite Creek area the hub for biking and walking to other areas in the trail system.
Site Assessment
Located in the heart of Prescott, Arizona, this project is approximately 140 acres in extent. It is bounded by North Montezuma Street on the West, the Yavapai tribal lands on the East and East Merritt Street on the North. The southern boundary is the property line of businesses that are accessed from EZ Street or from North Mount Vernon Street. The Albertsons shopping center and the Springhill suites define the South East corner.
Currently most of this area is industrial and many of these buildings are vacant and the land in the area is not well utilized. The existing infrastucture of roads was to be maintained, however, simple modifications can be made such as median strips, sidewalks and bike lanes.
Granite creek bisects this area and is a highly under utilized resource. There is a great opportunity to enhance this whole redevelopment by expanding and acknowledging the creek as a superb resource for any redevelopment.
Culture, Environment, Economy
Students researched into both the social, economic and natural systems of the area. Students developed an understanding of the whole area, not only its history and the current human impact, but also the climate flows; air, water, vegetation, fauna, people, and traffic in all parts of this area.
To learn more about this project, click here: http://www.ecosainstitute.org/projects/prescott-sixth-street-redevelopment.html
Background
The idea for the project came from a community eco-design forum that featured the innovative work of Brita Riley. Riley created the first hydroponic window farm installation located in New York City in February of 2009 (Riley). Her objective was to teach those who lived in urban food deserts and worked in office buildings an affordable and easily maintainable way to grow their own food and personally involve them in issues related to agriculture and the environment. Food deserts are an area where large-scale supermarkets have abandoned--leaving the entire community with little or no access to affordable, quality food (Bullard). Riley created a community forum using social media in order to encourage other artists and gardening enthusiasts to develop their own versions of her hydroponic, soilless, gardening system. And she states that
The ultimate aim of the Windowfarms project, however, is not to create a perfected
physical object or product. Rather, the most highly valued result is a rewarding
experience with crowsdsourced innovation. We are interested in the participants’
experience as they design for their own microenvironments, share ideas, rediscover the
power of their own capacity to innovate, and witness themselves playing an active role in
the green revolution (Riley).
Thesis
Even though low income groups produce the lowest ecological footprints, cohort groups who fall below the poverty threshold would benefit in many ways from learning about sustainability practices because they demonstrate the largest need for these principles (Echo). While some low income Americans have learned little about the corporate “green movement” advertised in the media and its impact on the environment, if these cohort groups had better access to information about the income barriers and other economic factors that limit access to education...
To learn more, check out: http://www.scribd.com/doc/31294822/Background-Paper-The-Savor-the-Earth-Hydroponic-Window-Farm-Project
2. Notable Improvements:
Improved Morale – measurably less internal conflict between
students, most students get along with each other, hang out outside
of work, less complaints about Seabury overall.
Reduction of Absenteeism – the sub policy has helped, we don’t
have as many no shows or students behind on hours, students who
claimed to hate working here are now hanging out @work after
hours (e.g. Plagueman)
Reduction in Disciplinary Issues – excluding issues in the pool, we
have far less need for write ups for major offenses (e.g. time
falsification, insubordination, etc.)
Improved Consistency of Effort – the building is cleaner, our
students have been more involved in risk
management, memberships, confiscating expired cards, many repeat
monthly sales
3. Key Issues: (when managing
students)
Dominance –taking over conversations/ not being respectful of others
contributions
Lack of Participation – body language or activity communicates lack of
interest/ that someone is afraid to contribute
Too much seriousness – this person is all business (probably because they
have poorly managed time or social skills -- to the point where it hinders
the team dynamic of the group)
Flippancy – not serious enough -- to the point where it undermines
discipline & credibility or steals focus
Side conversations – includes cell phone usage
Emotional Outbursts – Drama Queens; drama follows them wherever they
go, or refers to those who constantly have something disruptive going on
4. When we tell people to change and they don’t…
It’s not because they don’t understand how
important it is to change,
Or even that they don’t understand HOW to
change,
but because management continues to reinforce
the same old habits.
6. Overcoming the 5 Stages of Dysfunction through
POSITIVE REINFORCEMENT
7. What are some ways that we can reinforce the
behaviors we’d like to see when addressing these:
Dominance
Lack of Participation
Too much seriousness
Flippancy
Emotional Outbursts?
Build trust • Encourage Healthy Conflict •
Encourage Accountability • Secure Commitment*
• Produce Measurable long-term results
*Note: Buy in (does not always signify commitment)
9. 1st Semester -
Stage 6 (Director) -
Orientation of
Roles &
Responsibilities
Scheduling, mentors supervisors in
training of project coordinators in
principles outlined under stages 3 & 5,
debriefs on task and policy changes,
programming positive reinforcement
initiatives
Proposed:
Stage 5 (Supervisor) Taught skills in how to manage group
dynamics, mentorship, conflict
management, de-escalation,
boundary setting and team building,
supervises stages 1 & 2
Stage 4 (Clerical Stage) Taught memberships, basic bookkeeping,
documentation of policy compliance
Stage 1 Must be able to
follow assigned tasks
(e.g. cleaning)
Stage 2 (Mentee Stage) trusted with special projects,
assists with maintenance,
rounds, eq. checkout, etc.
Stage 3 (Project Coordinator) Expectations are clarified as training occurs in
customer service, risk management, ordering
supplies, coordinating cleaning schedules,
boundary setting and team building,
10. THE TRAINING CYCLE
•
STUDENT LEADERS DEVELOP SKILLS WHICH THEY HELP TEACH YOUNGER STUDENTS TO INCREASE
SHARED ACCOUNTABILITY, TRUST AND BUILD INCENTIVES THROUGH POSITIVE PEER REINFORCEMENT.
•
CHARACTERIZED BY EXPERIENCE-APPROPRIATE, PERFORMANCE-BASED TASKS
•
STUDENTS WORK THEIR WAY THROUGH A MERIT BASED TRAINING CYCLE WHERE THEY CAN EARN
INCENTIVES & BUILD MORE EXPERIENCE BY LEARNING MORE WAYS THEY CAN BE INVOLVED
(E.G. INCREASED AUTONOMY, ACCESS TO MENTORSHIP TRAINING, AND THE POWER TO COORDINATE
PROJECTS, IDENTIFY THE GOOD WORK OF THEIR PEERS, TO IDENTIFY PEER INCENTIVES & ALLOCATE
REWARDS.
•
TEACHES FACILITATION SKILLS AND REDISTRIBUTES WORK-LOAD TO CREATE MORE INCLUSION IN
DECISION MAKING & TRAINING PROCESS SO THAT LEARNING IS HAPPENING AT ALL LEVELS
11. Students respond well to the leadership of their
peers…
• Bridge the gap between student supervisor by
creating a culture where students create the
expectation that they are accountable to one
another.
• As leaders emerge, teach them how to coordinate
projects together, prioritize
responsibilities, communicate more effectively,
• & train them how to lead others the way they’d like
to be managed in a way that’s effective long term.
… the key is to include them in these roles.
12. 1st Semester -
Level 6 (Student Director) -
Orientation of
Roles &
Responsibilities
Scheduling, mentors supervisors in
training of project coordinators in
principles outlined under stages 3 & 5,
debriefs on task and policy changes,
programming positive reinforcement
initiatives
Final Outcome:
Building Supervisor – Level 5
Taught skills in how to manage group
dynamics, mentorship, conflict
management, de-escalation,
boundary setting and team building,
supervises stages 1 & 2
Freshmen Must be able to
follow assigned tasks
(e.g. cleaning)
Freshmen who exhibit
promise
trusted with special projects,
Level 4’s & 5’s-
Level 4 (Member Coordinator) -
Expectations are clarified as training occurs in
customer service, risk management, ordering
supplies, coordinating cleaning schedules,
boundary setting and team building,
Taught memberships, basic bookkeeping,
documentation of policy compliance,
assists with maintenance, rounds, eq.
checkout, etc.
Editor's Notes
I’ve been reading a lot of HR books and articles about studies that have been done with employee motivation in the past year and a half. Because there are so many, I’ve tried to narrow my studies to research-based findings to see how they compare to our model and have experimented with some interventions to see how they affect the performance of our employees.
Direct costs to the employing organization are expenses related to the withdrawal behaviours or attitudes of the employee. In most cases, these include estimated loss of revenue related to work that either isn’t completed to quality or isn’t completed at all1, unmet commitments, missed opportunities, and/or having to train a new employee to replace one that has left the organization