Here are some key actions one can take to develop consciousness of self:
1. Engage in regular reflection through journaling, meditation, or simply taking time each day to think about your thoughts, feelings, behaviors, strengths and areas for growth.
2. Actively seek feedback from others on how they perceive you, your strengths and weaknesses. Listen without getting defensive, and ask clarifying questions to gain deeper understanding.
3. Complete self-assessments or personality tests to gain additional insights into your traits, values, preferences and tendencies.
4. Set goals focused on developing self-awareness, such as making daily observations about your thoughts and behaviors in different situations.
5. Practice mindfulness techniques like
This document provides an overview of Session 5 which focuses on controversy with civility. It begins by defining key concepts such as controversy versus conflict, and dialogue versus debate. It explains that controversy allows for consideration of multiple viewpoints before coming to a group decision, while maintaining respect for differing opinions. Worldviews and their influence on perspectives are also discussed. The document then provides guidance on how to work towards controversy with civility through building trust and engaging in meaningful dialogue. It links the topic back to the 6 C's model of collaboration, common purpose, and consciousness of self.
This document discusses the concept of common purpose. It defines common purpose as occurring within groups who strive towards shared goals, and being present in groups' shared visions, aims, and values. It also discusses common purpose's role in working with others. The document provides information on key components of common purpose, challenges in achieving it, and how it relates to concepts like personalized vs socialized vision and consensus. It includes interactive activities for participants to identify and prioritize common purposes within hypothetical groups and scenarios.
This document recaps sessions 1-3 of a leadership development program and covers session 4 on common purpose. It defines common purpose as having three key components: occurring within groups, presence in shared visions, aims and values, and role in working with others. It discusses how common purpose involves generating a shared vision, aims and values that group members embrace. It also covers challenges like personalizing a vision versus socializing it with a group. The document provides context on how common purpose relates to collaboration, group decision making and challenges in maintaining a group's shared sense of purpose over time.
The document outlines the agenda for Day 1 of a leadership development program. The agenda includes sessions on leadership, social change, root cause analysis, citizenship, collaboration, and a JFK speech. It introduces the facilitators and expectations of participation, note-taking, thinking, and personal investment. There is a brainstorming session on leadership and social change. The document discusses current thinking on leadership, the vision and model for the program, and differences between management and leadership. [END SUMMARY]
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
This document provides a recap of sessions 1 through 5 of a leadership development program (LDP). It covers key topics discussed such as leadership, authority, models of leadership, systems thinking, collaboration, common purpose, and controversy with civility. The sessions explored definitions of leadership, technical vs adaptive challenges, root cause analysis, and social change. Participants learned about a leadership model and how the LDP illustrates transformational leadership. Later sessions focused on collaboration, diversity, common purpose and its components, and how to have constructive discussions around controversial issues through dialogue rather than debate.
This session focused on collaboration as a key component of social change. It began with a recap of prior sessions on leadership models and social change. The document then defined collaboration as working together toward common goals by sharing responsibility, authority, and accountability. It discussed how collaboration differs from competition, cooperation, and compromise in focusing on achieving common rather than individual goals. The session explored how diversity enhances collaboration and the prerequisites for effective collaboration, including developing trust and clarifying goals. An interactive game was used to demonstrate the importance of trust and collaboration over competitive behaviors.
This document recaps discussions from Day 1 and Day 2 of an interactive leadership session. It discusses various concepts around trust, systems thinking, leadership, and commitment. The key points are:
1) Trust is built through consistent actions that align with one's values over time. Systems thinking looks at interrelationships rather than isolated parts. Leadership involves working on improving systems, not just within them.
2) Adaptive leadership requires identifying value mismatches and implementing changes to reduce discrepancies. It also involves collaboration, adapting one's own behavior, and facing incongruences head-on.
3) Commitment refers to a strong passion that stems from intrinsic motivation and congruence between actions and beliefs. It requires reflection
This document provides an overview of Session 5 which focuses on controversy with civility. It begins by defining key concepts such as controversy versus conflict, and dialogue versus debate. It explains that controversy allows for consideration of multiple viewpoints before coming to a group decision, while maintaining respect for differing opinions. Worldviews and their influence on perspectives are also discussed. The document then provides guidance on how to work towards controversy with civility through building trust and engaging in meaningful dialogue. It links the topic back to the 6 C's model of collaboration, common purpose, and consciousness of self.
This document discusses the concept of common purpose. It defines common purpose as occurring within groups who strive towards shared goals, and being present in groups' shared visions, aims, and values. It also discusses common purpose's role in working with others. The document provides information on key components of common purpose, challenges in achieving it, and how it relates to concepts like personalized vs socialized vision and consensus. It includes interactive activities for participants to identify and prioritize common purposes within hypothetical groups and scenarios.
This document recaps sessions 1-3 of a leadership development program and covers session 4 on common purpose. It defines common purpose as having three key components: occurring within groups, presence in shared visions, aims and values, and role in working with others. It discusses how common purpose involves generating a shared vision, aims and values that group members embrace. It also covers challenges like personalizing a vision versus socializing it with a group. The document provides context on how common purpose relates to collaboration, group decision making and challenges in maintaining a group's shared sense of purpose over time.
The document outlines the agenda for Day 1 of a leadership development program. The agenda includes sessions on leadership, social change, root cause analysis, citizenship, collaboration, and a JFK speech. It introduces the facilitators and expectations of participation, note-taking, thinking, and personal investment. There is a brainstorming session on leadership and social change. The document discusses current thinking on leadership, the vision and model for the program, and differences between management and leadership. [END SUMMARY]
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
This document provides a recap of sessions 1 through 5 of a leadership development program (LDP). It covers key topics discussed such as leadership, authority, models of leadership, systems thinking, collaboration, common purpose, and controversy with civility. The sessions explored definitions of leadership, technical vs adaptive challenges, root cause analysis, and social change. Participants learned about a leadership model and how the LDP illustrates transformational leadership. Later sessions focused on collaboration, diversity, common purpose and its components, and how to have constructive discussions around controversial issues through dialogue rather than debate.
This session focused on collaboration as a key component of social change. It began with a recap of prior sessions on leadership models and social change. The document then defined collaboration as working together toward common goals by sharing responsibility, authority, and accountability. It discussed how collaboration differs from competition, cooperation, and compromise in focusing on achieving common rather than individual goals. The session explored how diversity enhances collaboration and the prerequisites for effective collaboration, including developing trust and clarifying goals. An interactive game was used to demonstrate the importance of trust and collaboration over competitive behaviors.
This document recaps discussions from Day 1 and Day 2 of an interactive leadership session. It discusses various concepts around trust, systems thinking, leadership, and commitment. The key points are:
1) Trust is built through consistent actions that align with one's values over time. Systems thinking looks at interrelationships rather than isolated parts. Leadership involves working on improving systems, not just within them.
2) Adaptive leadership requires identifying value mismatches and implementing changes to reduce discrepancies. It also involves collaboration, adapting one's own behavior, and facing incongruences head-on.
3) Commitment refers to a strong passion that stems from intrinsic motivation and congruence between actions and beliefs. It requires reflection
The document discusses a practical approach to using social media for marketing and business purposes. It addresses how to extend existing marketing strategies onto social media platforms while still having time for other responsibilities. It defines key concepts like thought leaders, curation, and branding for social media. The document provides advice on developing content and an online identity as a subject matter expert through blogging, sharing the work of others, and establishing yourself as a fascinating source of information on social media.
Here are potential synonyms for the 8 C's using the parameters provided:
Change: adaptability while preserving essence
Common purpose: shared goals and values
Congruence: harmonious thinking, feeling and acting
Consciousness of self: self-awareness of motivators
Collaboration: cooperative effort
Commitment: dedication to drive collective work
Citizenship: community betterment
Controversy with civility: disagreement with respect
Business plan on Restaurant
in the presentation all detail given so jeep understand what is business plain and how to generate it and ho to make it easily
Groupthink and its impact on decision makingIman Ibrahim
The document discusses group decision making and the potential for groupthink. It presents Janis's model of groupthink which identifies antecedent conditions like cohesiveness and situational context that can lead to concurrence seeking and poor decisions. The model outlines how groups exhibiting symptoms like illusion of invulnerability and collective rationalization can arrive at defective decisions. The document also discusses techniques to improve group decision making like brainstorming, dialectical inquiry, and the devil's advocate method.
This document summarizes the Social Change Model of Leadership Development. It discusses that the model approaches leadership as a collaborative and values-based process that results in positive social change. It outlines the three categories of the model - individual, group, and community/society - and describes the seven C's that comprise the values of the model: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. The document explains how the model provides a framework for leadership development and social change at the individual, group, and community levels.
The document discusses various topics related to groups, including definitions of groups, types of groups, factors affecting group behavior, stages of group development, and approaches to group decision making. It provides definitions for key group-related concepts such as norms, roles, status, and cohesiveness. It also summarizes five stages of group development proposed by Bruce Tuckman: forming, storming, norming, performing, and adjourning. Different techniques for group decision making are outlined, including brainstorming, nominal group technique, Delphi technique, and didactic interaction. Sources of conflict within groups and steps to resolve conflicts are briefly described.
This document discusses group processes and dynamics. It defines groups and describes different types of groups like formal and informal groups. It also discusses intergroup processes and how groups interact with each other. Some key aspects of group processes discussed include group cohesiveness, synergy, social loafing, and social facilitation effect. Models of group development like Tuckman's model are also summarized, which outlines the forming, storming, norming, performing, and adjourning stages. The importance of understanding group processes for developing effective teams is highlighted.
Groupthink refers to a psychological phenomenon where people conform to group opinions even if they disagree. It occurs most often when groups are highly cohesive, face external threats, and have charismatic leaders. Symptoms include assuming invulnerability, ignoring warnings, stereotyping outsiders, and self-censorship. While groupthink speeds decisions, it risks poor outcomes from lacking diverse opinions and critical thinking. Leaders can minimize it by encouraging dissent, using subgroups, and obtaining outside perspectives.
Tuckman's model outlines 5 stages of group development: forming, storming, norming, performing, and adjourning. Forming involves orientation, storming involves conflict as roles and processes are established, norming involves resolution and agreement on processes, performing involves high productivity, and adjourning involves closing the group. Hargrove outlines 5 stages for reaching dialogue - polite discussion, rational debate, chaotic discussion, community dialogue, and generative dialogue. He also outlines 5 stages for collaboration - clarifying purpose, gathering views, building understanding, creating new options, and making commitments.
The document discusses creating and managing LinkedIn groups to build talent communities. It provides guidance on setting up group pages, driving membership, using insights and analytics, and engaging members. Premium options are available for customizing a group's branding and advertising space. Maintaining focused objectives, relevant discussions, and frequent engagement are emphasized as best practices.
This document discusses group dynamics and conflict management. It defines what a group is and explains the key features and types of groups, both formal and informal. It also outlines the stages of group development from forming to adjourning. Additionally, it discusses sources and types of conflict as well as styles of conflict management. The goal of conflict management is to resolve issues in a way that leads to a win-win outcome for all parties involved.
Leadership Education Re-Imagined: Using Social Media & The Social Change Mode...Dr. Josie Ahlquist
Are college students prepared to be leaders online, using social media for social good? Looking at leadership literature and current practices, a gap exists in how to develop students to be agents of change using social media. This session was presented at the 2014 NASPA Western Regional Conference and proposed how educators can adapt the Social Change Model to reflect and apply digital competencies to their practice, leadership curriculum, training and programming.
Groupthink is a type of thought within a deeply cohesive group where members try to minimize conflict and reach consensus without critically analyzing ideas. An example is an Air Force team that developed a new mail system process taking 19 days instead of the previous 8 day process, even though members knew it was worse, due to not wanting to question team solidarity. Another example is an executive who questioned a company's strategy of free storage but was dismissed by younger executives, and the company later went bankrupt. A third example is an entrepreneur who tried to change a company's model but was dismissed by the CEO, and the company later lost money. Factors contributing to groupthink include size and cohesiveness of groups, limiting discussion to few alternatives
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
This document provides an overview of the concept of "consciousness of self", which refers to an awareness of one's own personality traits, values, and strengths. It discusses how consciousness of self is important for leadership as it helps build self-confidence while recognizing limitations. The document also outlines some aspects that influence individual identity, and emphasizes the importance of introspection for developing consciousness of self through reflection and being open to feedback.
The agenda covers a day of leadership training including recapping previous sessions, a discussion on managing controversy with civility, activities, lectures on collaboration and consciousness of self, lunch, group work, and Q&A. The controversy session objectives are to understand conflict versus controversy and engage in meaningful dialogue. It defines controversy as involving differing opinions without staked positions to draw people together, and civility as respecting others' views. The consciousness of self session aims to help participants achieve self-awareness and understand how it links to leadership. It discusses the importance of introspection and constant learning about one's values, talents, and aspirations.
This document summarizes key points from an interactive leadership development session covering topics like leadership, authority, change, the Kolb model, systems thinking, collaboration, diversity, controversy with civility, and commitment. It discusses how leadership involves working on systems, not just in them. It also emphasizes the importance of congruence within individuals and social systems for adaptive leadership. The session aims to enhance understanding of commitment and its link to leadership.
The document discusses a practical approach to using social media for marketing and business purposes. It addresses how to extend existing marketing strategies onto social media platforms while still having time for other responsibilities. It defines key concepts like thought leaders, curation, and branding for social media. The document provides advice on developing content and an online identity as a subject matter expert through blogging, sharing the work of others, and establishing yourself as a fascinating source of information on social media.
Here are potential synonyms for the 8 C's using the parameters provided:
Change: adaptability while preserving essence
Common purpose: shared goals and values
Congruence: harmonious thinking, feeling and acting
Consciousness of self: self-awareness of motivators
Collaboration: cooperative effort
Commitment: dedication to drive collective work
Citizenship: community betterment
Controversy with civility: disagreement with respect
Business plan on Restaurant
in the presentation all detail given so jeep understand what is business plain and how to generate it and ho to make it easily
Groupthink and its impact on decision makingIman Ibrahim
The document discusses group decision making and the potential for groupthink. It presents Janis's model of groupthink which identifies antecedent conditions like cohesiveness and situational context that can lead to concurrence seeking and poor decisions. The model outlines how groups exhibiting symptoms like illusion of invulnerability and collective rationalization can arrive at defective decisions. The document also discusses techniques to improve group decision making like brainstorming, dialectical inquiry, and the devil's advocate method.
This document summarizes the Social Change Model of Leadership Development. It discusses that the model approaches leadership as a collaborative and values-based process that results in positive social change. It outlines the three categories of the model - individual, group, and community/society - and describes the seven C's that comprise the values of the model: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. The document explains how the model provides a framework for leadership development and social change at the individual, group, and community levels.
The document discusses various topics related to groups, including definitions of groups, types of groups, factors affecting group behavior, stages of group development, and approaches to group decision making. It provides definitions for key group-related concepts such as norms, roles, status, and cohesiveness. It also summarizes five stages of group development proposed by Bruce Tuckman: forming, storming, norming, performing, and adjourning. Different techniques for group decision making are outlined, including brainstorming, nominal group technique, Delphi technique, and didactic interaction. Sources of conflict within groups and steps to resolve conflicts are briefly described.
This document discusses group processes and dynamics. It defines groups and describes different types of groups like formal and informal groups. It also discusses intergroup processes and how groups interact with each other. Some key aspects of group processes discussed include group cohesiveness, synergy, social loafing, and social facilitation effect. Models of group development like Tuckman's model are also summarized, which outlines the forming, storming, norming, performing, and adjourning stages. The importance of understanding group processes for developing effective teams is highlighted.
Groupthink refers to a psychological phenomenon where people conform to group opinions even if they disagree. It occurs most often when groups are highly cohesive, face external threats, and have charismatic leaders. Symptoms include assuming invulnerability, ignoring warnings, stereotyping outsiders, and self-censorship. While groupthink speeds decisions, it risks poor outcomes from lacking diverse opinions and critical thinking. Leaders can minimize it by encouraging dissent, using subgroups, and obtaining outside perspectives.
Tuckman's model outlines 5 stages of group development: forming, storming, norming, performing, and adjourning. Forming involves orientation, storming involves conflict as roles and processes are established, norming involves resolution and agreement on processes, performing involves high productivity, and adjourning involves closing the group. Hargrove outlines 5 stages for reaching dialogue - polite discussion, rational debate, chaotic discussion, community dialogue, and generative dialogue. He also outlines 5 stages for collaboration - clarifying purpose, gathering views, building understanding, creating new options, and making commitments.
The document discusses creating and managing LinkedIn groups to build talent communities. It provides guidance on setting up group pages, driving membership, using insights and analytics, and engaging members. Premium options are available for customizing a group's branding and advertising space. Maintaining focused objectives, relevant discussions, and frequent engagement are emphasized as best practices.
This document discusses group dynamics and conflict management. It defines what a group is and explains the key features and types of groups, both formal and informal. It also outlines the stages of group development from forming to adjourning. Additionally, it discusses sources and types of conflict as well as styles of conflict management. The goal of conflict management is to resolve issues in a way that leads to a win-win outcome for all parties involved.
Leadership Education Re-Imagined: Using Social Media & The Social Change Mode...Dr. Josie Ahlquist
Are college students prepared to be leaders online, using social media for social good? Looking at leadership literature and current practices, a gap exists in how to develop students to be agents of change using social media. This session was presented at the 2014 NASPA Western Regional Conference and proposed how educators can adapt the Social Change Model to reflect and apply digital competencies to their practice, leadership curriculum, training and programming.
Groupthink is a type of thought within a deeply cohesive group where members try to minimize conflict and reach consensus without critically analyzing ideas. An example is an Air Force team that developed a new mail system process taking 19 days instead of the previous 8 day process, even though members knew it was worse, due to not wanting to question team solidarity. Another example is an executive who questioned a company's strategy of free storage but was dismissed by younger executives, and the company later went bankrupt. A third example is an entrepreneur who tried to change a company's model but was dismissed by the CEO, and the company later lost money. Factors contributing to groupthink include size and cohesiveness of groups, limiting discussion to few alternatives
This document summarizes the agenda and content for Day 2 of a leadership training program. It includes:
1) A recap of Day 1 topics on leadership concepts and a discussion on technical vs adaptive challenges.
2) The agenda for Day 2 covers collaboration, common purpose, and systems thinking through presentations, activities, and group work.
3) The collaboration session defines collaboration, cooperation, competition, and compromise. It discusses the importance of diversity and prerequisites for effective collaboration.
4) The common purpose session explains its three components: occurring within groups, shared visions/aims/values, and working with others. It also discusses challenges and links to other leadership concepts.
5) The systems thinking
This document provides an overview of the concept of "consciousness of self", which refers to an awareness of one's own personality traits, values, and strengths. It discusses how consciousness of self is important for leadership as it helps build self-confidence while recognizing limitations. The document also outlines some aspects that influence individual identity, and emphasizes the importance of introspection for developing consciousness of self through reflection and being open to feedback.
The agenda covers a day of leadership training including recapping previous sessions, a discussion on managing controversy with civility, activities, lectures on collaboration and consciousness of self, lunch, group work, and Q&A. The controversy session objectives are to understand conflict versus controversy and engage in meaningful dialogue. It defines controversy as involving differing opinions without staked positions to draw people together, and civility as respecting others' views. The consciousness of self session aims to help participants achieve self-awareness and understand how it links to leadership. It discusses the importance of introspection and constant learning about one's values, talents, and aspirations.
This document summarizes key points from an interactive leadership development session covering topics like leadership, authority, change, the Kolb model, systems thinking, collaboration, diversity, controversy with civility, and commitment. It discusses how leadership involves working on systems, not just in them. It also emphasizes the importance of congruence within individuals and social systems for adaptive leadership. The session aims to enhance understanding of commitment and its link to leadership.
This document provides a recap of sessions 1-6 of an interactive leadership development program (LDP). The sessions covered topics such as what is leadership, leadership and authority, systems thinking, the Kolb learning model, and consciousness of self. Session 6 focused on developing consciousness of self through reflection, openness to feedback, and self-assessment. Consciousness of self is important for leadership as it helps individuals understand their identity and values in order to act congruently. It also supports the development of the other Cs like citizenship, collaboration, and controversy with civility. The document uses diagrams, questions, and activities to reinforce the concepts discussed.
The document outlines the agenda and content for Day 1 of a leadership development program. The agenda includes sessions on leadership, social change, collaboration, and a brainstorming activity. It introduces the facilitators and emphasizes participation, reading, thinking, and note-taking. It also includes discussions on defining leadership, the role of followers, and current thinking around leadership being socially responsible and collaborative.
Collaboration and Common Purpose. Leadership Institute Workshop Fall 2013 (1)...Roatha Kong
The document outlines a leadership institute that focuses on collaboration and common purpose. It discusses key aspects of collaboration like sharing ownership and celebrating success to build trust. Common purpose is defined as having shared visions, aims, and values that allow a group to work toward collective goals. Examples of both verbal (oral, written) and non-verbal (appearance, body language, sounds) communication are provided. The document also describes an exercise where participants are split into vocal and visual teams to learn about relying on different skills, as well as an assignment to design a program that applies the leadership concepts.
This document provides a recap of key concepts from Days 1 and 2 of an interactive leadership session. Some of the main ideas summarized are:
1) Leadership was discussed as an ethical process that is values-based and aims for positive social change, rather than being defined by authority or position.
2) Key values discussed included citizenship, collaboration, finding common purpose, managing controversy with civility, self-awareness, congruence between words and actions, and commitment.
3) Adaptive leadership was discussed as identifying values mismatches and implementing changes to reduce discrepancies between a group's values and reality. Collaboration and adapting one's own behavior were also emphasized.
The agenda includes welcome speeches, testimonials, an icebreaker activity, a presentation on leadership for social change, and a brainstorming session. The document provides background on the founders and vision of TLN, which is to foster social change through leadership training based on a social change model of leadership development. It outlines expectations for participation in the 8-session program and ends with calling participants to identify opportunities to practice leadership.
- Groups play an important role in organizational behavior. There are various stages of group development including forming, storming, norming, performing, and adjourning.
- Group decision making has advantages like synergy and sharing of information, but also disadvantages like diffusion of responsibility, lower efficiency, and groupthink.
- Techniques for effective group decision making include brainstorming, nominal group thinking, didactic technique, and the Delphi technique. These techniques aim to generate novel ideas and reach consensus while avoiding biases.
Citizenship involves active community participation out of a sense of responsibility. It acknowledges interdependence. Community refers to groups with shared traits or circumstances. Social capital comprises social networks and trust that enable cooperation. Bonding occurs within similar groups, while bridging links diverse groups. Citizenship is a core value of leadership as it fosters responsibility and cooperation.
Alliance for Arts Learning Leadership 10-Year Visioning ProcessEugene Kim
The document outlines goals and a process for an alliance of arts education organizations to collectively transform public education through the arts over the next 10 years. The goals are to co-create a shared vision, catalyze strategic conversations between stakeholders, and develop clear language to communicate their work. The process involves groups having conversations using provided guidance and sharing outcomes. A design and synthesis team will iterate the process and summarize discussions. The desired outcomes are alignment around a 10-year vision, proactive action, and a stronger, more impactful network.
Group cohesion refers to the mutual attraction that holds group members together through shared values and identity. There are five types of conflict: interpersonal, intrapersonal, intragroup, intergroup, and social. Conflict can help establish unity, force recognition of problems to develop solutions, and strengthen group identity. There are five basic conflict styles: avoidance, accommodation, competition, compromise, and collaboration. Various methods can be used to resolve conflicts, such as negotiation, mediation, arbitration, and litigation.
This document provides an overview of session 7 on congruence from a leadership development program. The session defines congruence as acting in ways that are consistent with one's values and beliefs. It discusses the importance of congruence for leadership and how it requires constant self-reflection and adjustment. The session also addresses challenges with maintaining congruence in groups and the courage it takes to act congruently, even if it means standing alone. Links are drawn between congruence and other leadership values like authenticity, character, and consciousness of self.
A group is a collection of individuals who come together and interact with each other for a common purpose or objective.
the key points which i have discussed in this ppt are , Purpose Of Group Discussion?, What is Group Discussion?, Types of Group , Important Points in Group Discussion , Types of People in GD, Conclusion and many more. this ppt is outstanding and serve the best content and knowledge to the viewer or over presenter.
The document discusses the need for collaborative leadership to address increasing complexity in the modern world. It argues that hierarchical organizations limit information sharing and innovation, while a networked organization with shared vision and purpose could foster collective wisdom. The key skills of advocacy, inquiry, and reflection are presented as ways for leaders to develop collaboration and collective learning. When these skills are practiced, the quality of decisions and results improves.
Team building and leadership (TBL) complete notekabul university
The document discusses groups and teams, outlining key differences and providing details on types of groups, stages of team development, decision-making processes, and leadership. It defines groups as collections of people with common characteristics or purposes, while teams work together for a common cause. Five stages of team development are described: forming, storming, norming, performing, and adjourning. Various techniques for group decision-making are also outlined.
Group relationships can be understood from traditional, interpretive, and critical perspectives. The traditional perspective focuses on communication competence in groups and views groups as organizational subsystems like quality circles, focus groups, and task forces. The interpretive perspective sees groups as social constructs defined by permeable boundaries and interdependence with contexts. Groups develop norms that influence conformity and sense-making around values and decision-making. The critical perspective, like Giddens' structuration theory, sees social structures as both enabling and constraining human action in a reciprocal relationship.
A social friendship group is composed of friends who genuinely care about each other's welfare and enjoy spending time together. Their interactions are characterized by positive relationships and concern for one another.
Support groups are composed of people who come together to support each other by providing encouragement and a safe space to express feelings about common problems.
Service groups come together to perform charitable works or raise money for charitable causes. They aim to encourage members and praise accomplishments while communicating politely.
This document summarizes a leadership training session that covered several topics:
1. The session defined leadership as motivating and directing people towards a shared vision of positive transformation. Self-awareness was identified as a keystone of leadership.
2. Activities were used to help participants reflect on their values, aspirations, and what defines an ideal life. Developing self-awareness requires practices like reflection, feedback, and mindfulness.
3. Research shows that mindfulness can physically change the brain and increase testosterone and decrease cortisol. Practicing high-power poses can also impact hormones. This links mind and body.
4. In today's complex world, adaptive leadership is needed to address challenges. Mind
The document outlines an agenda for Day 4 of a leadership program. It includes recapping previous days' content on concepts like leadership, change, collaboration and controversy with civility. The day will also cover activities on root causes, proposed solutions, action lists, and how participants will change. It discusses developing self-awareness through reflection and feedback to achieve congruence between beliefs and actions. Activities are meant to illustrate the importance of commitment and living according to one's values.
The document summarizes the agenda and content of a leadership development program. Session 1 focused on defining leadership and different leadership styles. It discussed the importance of self-leadership and transforming both leaders and followers. Session 2 covered concepts of citizenship, community, and social change. It emphasized active citizenship through community involvement and addressing root causes of problems rather than superficial solutions. The program used activities, discussions and group work to explore these topics and help participants develop leadership skills.
The agenda for Day 2 includes:
- Recapping Day 1
- Discussing common purpose and controversy with civility
- Breaks for lunch and dinner
- Sessions on consciousness of self, congruence, and systems thinking
The document outlines the schedule and topics to be covered during the second day of the leadership program. It includes recapping the previous day, exploring concepts like common purpose and managing controversy civilly, and sessions on various leadership competencies. Breaks for meals are also included in the agenda.
1. The document discusses the concept of congruence in leadership, which refers to acting in a way that is consistent with one's values and beliefs. It explores how congruence requires self-awareness and the courage to act according to one's principles even when facing opposition.
2. It notes that congruence is important for building trust and credibility as a leader and is harder to achieve when leading groups where not all members share the same values. Adaptive leadership is needed to address incongruence between a group's values and reality.
3. The document examines how congruence relates to other leadership concepts like authentic
The document discusses leadership concepts like the differences between management and leadership, systems thinking, and citizenship as a key value of leadership. It provides an overview of systems thinking tools like causal loop diagrams and reinforcing and balancing loops. The document also examines systems archetypes and provides examples of corruption and poverty as a system.
The document discusses commitment and leadership over 8 sessions. Session 8 focuses on commitment, defining it as a strong passion or desire that comes from intrinsic motivation. Commitment requires self-awareness, reflection, mentorship, and life experiences. It reflects authenticity through congruence between actions, beliefs, and passions. Commitment can be supported by factors like environment and incentives but ultimately comes from within. Both individual and group commitment are important for authentic leadership which balances quality over quantity through focus, balance, and renewal.
This document provides information about an upcoming leadership development programme on February 25, 2012. It discusses the initiative started by a group of friends to address a lack of leadership skills in society. The intensive 8-session programme will provide leadership training through experiential learning and lectures. It is based on the assumption that individuals must be active leaders in their professions and communities. The programme aims to foster social change through leadership development and creating a network of leaders who share similar values and aspirations of social change.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
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5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
1. Agenda for Day 2
• Recap of Day 1
• Common Purpose
• Controversy with civility
• LUNCH
• Consciousness of Self
• Congruence
• Systems Thinking
• DINNER 1
7. HOW IS THE LDP AN
ILLUSTRATION OF
ADAPTIVE/ TRANSFORMATIONAL
LEADERSHIP ?
7
8. RECAP Day 1
• Leadership for Change v/s
Change Leadership
• Citizenship (Citoyenneté + Civisme)
• JFK Speech
8
9. Community Value
Citizenship
Believing in a process whereby an
individual and/or group become
responsibly connected to the community
and to society through some activity.
9
11. COLLABORATION
Collaboration – The social change
model defines collaboration as:
• working together toward common
goals / common purposes
• by sharing responsibility, authority,
and accountability in achieving these
goals.
11
12. COLLABORATION
Not to be confused with…
• Competition
– Work hard to do better than others
• Co-operation
– helps each party to achieve its own individual
goals, not common goals
• Compromise
– involves a party losing something in order to
accomplish goals 12
17. OBJECTIVES OF THE SESSION
• By the end of this session, participants will
be able to:
– Describe the three key components of
Common Purpose
– Engage others within a group to generate
shared Visions, Aims and Values
– Identify or Develop Common Purpose
within groups that they are part of
– analyze the role of common purpose within
other aspects of the Social Change Model of
Leadership Development
17
19. COMMON PURPOSE
• Common Purpose has 3 key components:
– its occurrence within groups
– its presence in shared visions, aims,
and values
– and its role in working with others.
19
20. COMMON PURPOSE
1 - Groups
What is a Group?
– Groups contain more than just a single
person
– Groups strive to achieve a certain
purpose or goal
– Groups involve some sort of interaction,
cooperation, or commitment to the
common goal
20
21. COMMON PURPOSE
2 – shared Vision, Aims, Values
Definitions
• Vision: What is the group’s ideal
future?
• Aims: Why does the group exist?
• [Core] Values: How do group
members agree to treat
themselves and each other
21
22. COMMON PURPOSE
2 – shared Vision, Aims, Values
CP is a Steadying and Bonding Force if
• it has truly originated from the
group
• the group is truly invested in that
common purpose
• it is fully embraced by all members
of a group, not just its ‘leaders’.
22
23. COMMON PURPOSE
3 – Working Together
• Decision making: 6 methods, depending on
context, the type of decision, and time
available for discussion
– Decision by authority without discussion
– Decision by authority after discussion
– Expert member
– Average members’ opinions
– Majority control
– Minority control 23
24. COMMON PURPOSE
3 – Working Together
Decision making – Consensus
– ALL team members have been given the
opportunity to share their thoughts
– ALL are comfortable with the decision
– ALL are willing to support its implementation
– Does not necessarily imply that everyone is
satisfied
– Can be a very difficult thing to achieve
– Is not necessarily always the best option !
24
26. COMMON PURPOSE
Related Concepts (1)
• Personalized vision - Created when the
“person in charge” comes up with their
own vision or plan and passes it on to
other group members or subordinates.
26
27. COMMON PURPOSE
Related Concepts (2)
• Socialized vision - Constructed when
group members collectively contribute
toward developing their group’s purpose
and aims.
27
28. COMMON PURPOSE
Related Concepts (3)
• Consensus - Method of group decision-
making in which all group members have
had the opportunity to voice their
concerns and are comfortable enough
with the decision to support its
implementation, regardless of whether
all or most group members fully agree with
the decision (Rayner, 1996).
28
29. COMMON PURPOSE
Challenges
• A person’s inflexibility with engaging
others in their own personalized vision.
• A group becoming paralyzed within the
process of developing a socialized vision.
• Regularly revolving memberships make it
difficult to keep the group’s vision and
common purpose meaningful.
29
34. OBJECTIVES OF THE SESSION
• By the end of this session,
participants will be able to:
– Understand the differences between
conflict and controversy.
– Engage in meaningful dialogue and
include it in the process of controversy.
– Feel comfortable voicing one’s opinion
and take into consideration the opinions of
others.
36. CONTROVERSY
WITH CIVILITY
Controversy with civility challenges
group participants to discuss diverse
opinions and perspectives, while
maintaining respect for those sharing
other views
37. CONTROVERSY
WITH CIVILITY
• Controversy – involves differing opinions,
but positions are not staked out.
Controversy draws everyone together to
discuss differing perspectives.
• Civility – voicing disagreement and
responding to disagreement from others in a
way that respects others’ points of view.
Civility can be a value, an attitude, or a
behavior.
38. CONTROVERSY
WITH CIVILITY
Key concepts: Conflict v/s Controversy
• Conflict – opposition in nature, conflict
draws a line with people taking one side or
another.
• Conflict builds opposing sides and seeks to
convert members to one side. It is
oppositional in nature.
• Controversy allows for sharing and
considering multiple points of view before
coming to a group decision.
39. CONTROVERSY
WITH CIVILITY
Key concepts: Dialogue v/s Debate
• Dialogue – coming to a shared meaning or
new understanding, engaging for everyone to
understand an issue better.
• Debate – opposing sides trying to show the
other side as wrong with the goal of winning
the argument.
Defense of position and challenging of other
viewpoints are evidenced.
40. CONTROVERSY
WITH CIVILITY
Key concepts: Worldview
• Worldview – perspectives (or frames of
reference) that impact an individual’s
approach to any situation..
• It depends on one’s
– gender view
– racial or ethnic view
– religion, and other cultural contexts or heritages,
41. CONTROVERSY
WITH CIVILITY
Worldview
• A person’s worldview, or frame of
reference, determines what perspectives
they bring to the group.
• Members of a group must be aware of and
respect each other’s worldviews in order
to pursue their common purpose.
42. CONTROVERSY
WITH CIVILITY
Worldview
• What other factors influence an
individual’s worldview?
• Is it possible to change one’s worldview?
• Can 2 persons have the same worldview?
• Are disagreements ‘normal’?
>> It is all about how disagreements are
dealt with
43. CONTROVERSY
WITH CIVILITY
Positive and Negative Controversy
• Positive controversy comes from group
members’ differences in values and ideas.
• Negative controversy comes from such
group flaws as a lack of decision-making
processes or unresolved prior
disagreements.
44. CONTROVERSY
WITH CIVILITY
When absent, we see that
• Those who disagree are treated as:
– Disloyal
– Less intelligent
– Negative
• People avoid disagreeing openly
• Less Collaboration, Common Purpose?
• Less Commitment
45. CONTROVERSY
WITH CIVILITY
Working towards it : Trust
• Group members must trust that the other
members of the group will respect their
opinion, whether or not they agree.
• Group members must trust that the process
of controversy with civility, although it calls
for vulnerability, will help the group arrive at
a better decision.
46. CONTROVERSY
WITH CIVILITY
Working towards it : Dialogue
• Dialogue engages each differing point of
view
• Dialogue seeks to bring everyone to a
shared understanding of the issue.
• Dialogue encourages individuals to
examine what underlies their
assumptions.
53. TO BE OR NOT TO BE
• Take your Top 5 Values
• Assess how much Time & Energy you
spend per week
– Going TOWARDS your own values
– Going AGAINST your own values
• Identify the Obstacles
55. Walking the Talk
• I value Ethnic Diversity
– Always- ,Sometimes- ,Never-
• I stop my friends when they make
inappropriate jokes on race and religion
– Always- ,Sometimes- ,Never-
• I value Honesty
– Always- ,Sometimes- ,Never-
• I always tell the truth to my father
– Always- ,Sometimes- ,Never-
56. Walking the Talk
• I value Freedom
– Always- ,Sometimes- ,Never-
• I stop my friends when they criticise the
way other people dress
– Always- ,Sometimes- ,Never-
• I value Equality
– Always- ,Sometimes- ,Never-
• I will refuse a job if I do not go through
the normal recruitment process
– Always- ,Sometimes- ,Never-
57. Discussion Questions
• The essence of learning is …
– Change
• Can we speak of learning if no change has taken
place?
• What do we need to do to ensure learning?
• The essence of leadership is …
– Change
• Can we speak of leadership without change?
• How important is change, vision, mission, values
to leadership?
59. OBJECTIVES OF THE SESSION
• By the end of this session, participants
will be able to:
– demonstrate a clearer meaning of
‘consciousness self’
– demonstrate a better consciousness of
themselves
– understand the link between consciousness
of self and leadership
63. What is consciousness
of self?
• Consciousness of Self refers to an
awareness of one’s own relatively stable
personality traits, values, and strengths and
being mindful of actions, feelings, and beliefs.
• It is not an end point that can be reached;
instead, it is adopting a way of life that
promotes constant learning about what is
most important… it is an inner journey.
64. What is consciousness
of self?
• Is being conscious of self the same as
being self-conscious?
– Being afraid to act because of what others will
say …
65. Benefits of
Consciousness of self
• It is important for leaders to understand
their own inner sense of identity.
• This understanding helps building self-
confidence while recognizing limitations.
• Individuals become aware of their
motivation and consider new ways to
contribute to groups and teams.
66. Aspects of Individual
Identity
• There are multiple ways that individuals can
differ.
• Our identity can by influenced by
1. our values and principles, culture, faith, family,
generational peers
2. our personal style – timid aggressive, organized,
optimistic, patient, easy-going
3. our talents, skills and specialized knowledge
4. our aspirations and dreams – how do we define
success
5. others’ perceptions of us.
67. Importance of introspection
• Constant ‘busyness’ does not let itself to
consciousness of self
– need to retreat from doing
– introspection (not what should I do next BUT who
am I, how would I describe myself? What are my
values? Why am I here? What is the meaning of
life? Making a career or making a difference?
• When you decide to go, it is a different going
because you stopped. Stopping makes the
going more vivid.
68. Leisure
What is this life if, full of care,
We have no time to stand and stare.
No time to stand beneath the boughs
And stare as long as sheep or cows.
No time to see, when woods we pass,
Where squirrels hide their nuts in grass.
No time to see, in broad daylight,
Streams full of stars, like skies at night.
No time to turn at Beauty's glance,
And watch her feet, how they can dance.
No time to wait till her mouth can
Enrich that smile her eyes began.
A poor life this is if, full of care,
We have no time to stand and stare. William Henry Davies
69. Food for thought
• Sometimes a person’s greatest flaw is a
positive style that has gone too far.
• How?
• Improvement on weaknesses is useful but
the greatest room for growth is in areas of
greatest strength – work on one’s talents
70. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
71. Mindfulness
• Mindfulness focuses on more than simply
understanding our personality.
• It is the ability to simultaneously act and
observe our actions in the present
moment.
• Being mindful allows us to choose how to
respond in situations (Covey).
73. Consciousness of Self &
7 Cs
• Becoming conscious of self lets us assess our
readiness to engage in social change.
• It helps us be better aware of how issues affect us and
others and enhances our citizenship
• It allows us to better collaborate and engage in
valuable experiences with the group or team.
• It helps us clarify our values and agree on common
purpose and understand how values affect our
behavior and judgment
• Encourage seeing things from others perspective –
empathy – and engage in controversy with civility
• It boosts self-confidence while highlighting limitations
74. Connection to
the Other Cs
• Although all of the Cs are interrelated,
Consciousness of Self directly affects
Congruence and Commitment.
• Becoming more mindful of preferred ways
of being makes it clear when actions are
not Congruent with our inner truth.
• Also, reflection and other practices help
create an improved sense of Commitment.
75. Consciousness of self -
closing words
To develop intrapersonal intelligence and
form an accurate model of ourselves and be
able to use that model to operate effectively
in everyday life
To develop the awareness that new skills,
behaviors and approaches are needed
78. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
79. Food for thought
• To live is to choose. But to choose well,
you must know who you are and what
you stand for, where you want to go
and why you want to get there
Kofi Annan
81. OBJECTIVES OF THE SESSION
• By the end of this session, participants
will be able to:
– demonstrate a clearer understanding
meaning of ‘congruence’
– demonstrate a better congruence in their
behaviour
– appreciate the link between congruence and
leadership
83. What is Congruence?
• Acting in ways that are consistent with
our values and beliefs.
• Requires a person to have a deeply felt
consciousness of self
• When values, beliefs, and convictions
are echoed in person’s actions,
congruence will exist.
84. What is Congruence?
• Congruence is the harmonious union of a
person’s inner and outer worlds.
• L’habit ne fait pas le moine
• The clothing does not make the monk
85. What is Congruence?
• Considering that leadership is a relational
process, how is congruence relevant?
• Congruence means that a person’s
thoughts, feelings, and behaviors are
guided by an unwavering honesty,
authenticity, and genuineness towards
others.
86. Congruence & Authentic
Leadership
• Authentic leaders nurture relationships
driven by a transparency of values and
intentions.
87. Congruence & Authentic
Leadership
• Congruence is the foundation of
trust and credibility
88. Discussion
• How is congruence related to
mindfulness?
• Congruence requires taking inventory of
one’s intentions, actions, and motives
AND constant adjustment
89. What is the link between
Congruence & Integrity?
90. Congruence in content
and process
• Content refers to a person’s goals or
purpose – what a person does
• Process is how a person accomplishes
his/her goals or purpose.
• Hitler?
91. Congruence in content
and process
• Leaders should not only be concerned
with congruent goals and purpose, but
also congruence in process.
• The choice of end and of means must be
equally ethical and value-driven.
92. Courage to Act
Congruently
• It takes courage to be congruent, in a
world that is so diverse and ever
evolving.
• Includes standing up against peer
pressure, forfeiting popularity, or risking
looking foolish.
93. Courage to Act
Congruently
• Doing what feels right and is congruent
sometimes is not synonymous with
social norms and may not be in line with
the status quo
• It takes courage to be the only one
standing in congruence
• Mahatma Gandhi … Nelson Mandela
94. Congruence & Authentic
Leadership
• Authentic leadership occurs when we
accurately represent ourselves in the
world in a manner that is ‘in tune’ with
our nature.
96. Being Congruent in
Groups
• It is easy to be congruent in a room by
oneself.
• Congruence is harder to achieve when
one exists in a group, and even harder
when one is a leader.
• We often encounter situations where
our values are in conflict with the
values of members in a group.
97. Being Congruent in
Groups
• Being a leader requires the
realization that not all the members
of our group will share our values,
but we are still required to lead them
98. Being Congruent in
Groups
• Leading them effectively and congruently
requires that a leaders validate their
followers’ truths and learn to see from
their point of view
– Leading with inclusivity towards
people’s values and perspectives, even
when they are not identical
– Bridging
99. Adaptive Leadership
• Adaptive leadership involves identifying
the values that are conflicting and make
the necessary changes to ensure
adjustment that mitigates the level of
discrepancy between the group’s
values and the reality of the group’s
situation.
100. Adaptive Leadership
• The group must face incongruence head
on and the leadership is seen as central to
fulfilling the role of identifying and
remedying the incongruence.
• The gap between what is, and what should
be, is an opportunity for leadership
– An opportunity for change
• This kind of change requires “work”
101. Conclusion
• Congruence means not being afraid to
stand alone for what one believes in and
knows is right
• It requires being in tune with our spirit and
constantly taking stock to ensure that our
actions reflect our values and beliefs
• Congruence is required both in private
and public systems
• Congruence is the foundation of trust
103. Congruence & 7 Cs
• Congruence is difficult to achieve without
consciousness of self
• Congruence and the resulting credibility and
trust leads to more effective collaboration,
impacts the selection of a common purpose
• Congruence contributes effectively to our
ability to handle controversy with civility
• Congruence encourages us to express our
citizenship in social change initiatives
104. Congruence and
Leadership
• True leadership happens whenever an
individual makes the decision to act
congruently with the intention of making
positive change
• What is needed is not popularity or charm or
power, but a sense of core purpose and
values and the courage to take action that
is consistent with those.
105. Questions
• What happens when there is no
authenticity, no credibility, no trust?
• What kind of leadership results from this
deficit in credibility and trust?
• What are possible consequences of this
kind of leadership?
106
112. The JOHARI window
Think of a person you
know and have a close
relationship with.
how willing you are to
disclose information
about yourself to this
person
how open you are to
receiving feedback from the person
115. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
117. What is a system?
A system is any group of interacting,
interrelated, or interdependent parts
that form a complex and unified
whole that has a specific purpose
118
118. What is a system?
• A collection of people and/or parts
which interact with each other to
function as a whole
119
119. Characteristics of a
System
• Systems have a purpose that
defines it as a discrete entity that
holds it together
–Purpose of a car:
Take you from one place to the other
120
120. Characteristics of a
System
• All parts must be present for a system
to carry out its purpose optimally
– Car without its spark plugs?
The car doesn’t work
121
121. Characteristics of a
System
• The order in which parts are
arranged affects the performance of
a system
A car with the driver in the backseat
and the tires in the front seat
122
122. Feedback
• Systems attempt to maintain stability
through feedback
• Feedback provides information to the
system that lets it know how it is doing
relative to some desired state
123
126. What is Systems Thinking?
Examining how we create our own
problems
Seeing the big picture
Recognizing that structure influences
performance
127
127. Why Systems Thinking?
"Systems thinking is a discipline for
seeing wholes. It is a framework for
seeing interrelationships rather than
things, for seeing patterns of change
rather than static 'snapshots'...."
Peter Senge, The Fifth Discipline
128
128. Systems thinking is a way of seeing
and talking about reality that helps us
better understand and work with
organization and communities to
influence the quality of our lives.
129
129. “The significant problems we face today
cannot be solved at the same level of
thinking at which they were created.”
- Albert Einstein
130
130. Systems Archetypes
• Fixes that Fail / Backfire
• Growth and Underinvestment
• Limits to Success
• Shifting the Burden / Addiction
• Success to the Successful
• Tragedy of the Commons
131. Systems Thinking Tools
• Causal Loop Diagrams - to represent
dynamic interrelationships
• Provide a visual representation to
communicate that understanding
• Make explicit one's understanding of a
system structure
132
132. Reinforcing loops compound change
in one direction with even more change
in that direction
Saving Interest
Balance Payments
133
133. Reinforcing Loop
Structure Behavior Over Time
Employee
Supportive
Performance Perf. Behavior
S Level
S
Unsupportive
Supervisor’s
Behavior
Supportive
Behavior Time
134
135. Balancing Loop
Structure Behavior Over Time
Desired S
Discrepancy
Inventory
O Actual Inventory
100 ++
S
Desired Inventory
Actual Inventory 100
Inventory Adjustment 100 - -
S
Time
136
136. Corruption – Poverty - 1
Party Financing
Reduction of
disposable Political
Higher profits income - victory
POVERTY
Addiction
Crime
Higher sales Payback
Ineffective control on
certain activities
(gambling, credit
buying, narcotics (?)
137
137. Corruption – Poverty - 2
Less disposable income
POVERTY Easily ‘bought’
Lower salaries / by politicians
pensions
Victory
Dependence
Less public funds
available
Poor service
Waste Payback
Inefficiency /
overstaffing Appointment of
‘wrong’ people
138
140. The Education System Parental
involvement
Reward and Social Values/
Recognition/ Content
Objectives
Sanctions
Educational Methodology
Teachers’ Objectives
performance
School
Training Management Learning
Evaluation Outcome
Corrective
Teacher measures Assessment
training
141. Reward and
Recognition/ Attracting good candidates to the profession
Sanctions
Teachers’
Performance
Training
Training
Evaluation