Master Class 'MC 6 van 8 'Morele Dilemma's Oordeelsvorming en Humble Inquiry'
D.i. de 6e MC in een serie van 8 voor de Master Class Persoonlijk Leiderschap. Onderwerpen: de fases van humble inquiry, persoonlijk missiestatement, besluitvoming cfm het Model van Van Es, moreel dilemma; ethiek;
Master Class 'MC 5 van 8 'Authentiek Leiderschap, waarvoor sta ik?'
D.i. de 5e MC in een serie van 8 voor de Master Class Persoonlijk Leiderschap. Onderwerpen: authentiek leiderschap, authenticiteit volgens Bill George, U theorie, Co-Active Coaching.
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What Makes You DO Stuff? - The Psychology of Motivation @ Indy.Code() 2017Arthur Doler
Are you sick of the words "motivation", "empowerment", "engagement", or "incentivize"? Are you convinced that any attempt to actually motivate you, your coworkers, or your employees is doomed to end in a dystopian Dilbert-like nightmare? Do you suspect some of your coworkers - or even you - might be motivated by something other than money (and might even be replicants)? No need for a Voight-Kampff test... just come learn about the psychology of motivation, and how your brain responds to it! We'll cover the history of motivation theory, some more modern concepts that aren't often talked about, and then offer some suggestions about how to use your new knowledge to help your company - or at least you - finally get rid of those "Teamwork!" posters on the walls.
Master Class 'MC 5 van 8 'Authentiek Leiderschap, waarvoor sta ik?'
D.i. de 5e MC in een serie van 8 voor de Master Class Persoonlijk Leiderschap. Onderwerpen: authentiek leiderschap, authenticiteit volgens Bill George, U theorie, Co-Active Coaching.
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My talk on building startup concepts via rapid prototyping, and the big kitty labs way of doing things.
What Makes You DO Stuff? - The Psychology of Motivation @ Indy.Code() 2017Arthur Doler
Are you sick of the words "motivation", "empowerment", "engagement", or "incentivize"? Are you convinced that any attempt to actually motivate you, your coworkers, or your employees is doomed to end in a dystopian Dilbert-like nightmare? Do you suspect some of your coworkers - or even you - might be motivated by something other than money (and might even be replicants)? No need for a Voight-Kampff test... just come learn about the psychology of motivation, and how your brain responds to it! We'll cover the history of motivation theory, some more modern concepts that aren't often talked about, and then offer some suggestions about how to use your new knowledge to help your company - or at least you - finally get rid of those "Teamwork!" posters on the walls.
What Makes You DO Stuff? - The Psychology of Motivation @ Prairie.Code() 2016Arthur Doler
Are you sick of the words "motivation", "empowerment", "engagement", or "incentivize"? Are you convinced that any attempt to actually motivate you, your coworkers, or your employees is doomed to end in a dystopian Dilbert-like nightmare? Do you suspect some of your coworkers - or even you - might be motivated by something other than money (and might even be replicants)? No need for a Voight-Kampff test... just come learn about the psychology of motivation, and how your brain responds to it! We'll cover the history of motivation theory, some more modern concepts that aren't often talked about, and then offer some suggestions about how to use your new knowledge to help your company - or at least you - finally get rid of those "Teamwork!" posters on the walls.
The Saboteur in Your Retrospectives: How Your Brain Works Against You @ Indy....Arthur Doler
You’ve bought into the Agile process. Your team is grooming its backlog, keeping its work-in-progress low, and focusing on delivering value to the users. But when you all sit down for a retrospective, there’s something working against you - your own brains. Using unconscious shortcuts and hidden heuristics, they can lead your team down a path to the worst result possible: wasting time!
You don’t have to take that lying down - you can fight back! Come learn about how your brain interprets cause and effect, the ways in which it wants to think of things as narratives, and all the tricks it does to save itself from having to think. You’ll learn how to maximize your time as we cover ways to focus your retros on what matters, talk about how to avoid getting trapped in the blame game, and discuss the value of perspectives.
Truth Telling & Truth Suppression:Lies, Myths. and RealitiesDr. Don Daake, Ph.D.
In companies and organizations the truth, frequently is not heard. Perhaps one of the most under-recognized reasons is that most people cannot afford to risk their jobs. Opportunities are missed and disasters may occur because the truth is never heard. Several hypotheses for future testing are advanced.
What Makes You DO Stuff? The Psychology of Motivation @ Dev Up 2016Arthur Doler
Are you sick of the words "motivation", "empowerment", "engagement", or "incentivize"? Are you convinced that any attempt to actually motivate you, your coworkers, or your employees is doomed to end in a dystopian Dilbert-like nightmare? Do you suspect some of your coworkers might be motivated by something other than money (and might even be replicants)? No need for a Voight-Kampff test... just come learn about the psychology of motivation, and how your brain responds to it! We'll cover the history of motivation theory, some more modern concepts that aren't often talked about, and then offer some suggestions about how to use your new knowledge to help your company - or at least you - finally get rid of those "Teamwork!" posters on the walls.
Raising Awareness of Homelessness in OvertownURGENT, Inc.
The Interns of Urgent, Inc's FACE Summery Youth Employment and Training Program preformed a community service project that aimed to raise awareness of the issue of homelessness in the Overtown, Miami FL community.
Deze Presentatie hoort bij het boek 'Leiden en Lijden tijdens coronacrisis'
Uitgever: Damies, Schijndel
ISBN 978-907-8805-212
Foto: Easy the Anatolian
Te bestellen via https://www.lulu.com/en/en/shop/willem-scheepers/leiden-en-lijden-tijdens-coronacrisis/ebook/product-g5vmw7.html?page=1&pageSize=4
Covid-19 maakt duidelijk dat ook het Onderwijs verandert: klassikaal ging virtueel. Virtueel, of 'educational technology', biedt steeds meer opties voor meer effectief en efficiënt onderwijs. Maar wat is dan de rol van de docent nog?
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Deze Presentatie hoort bij het boek 'Leiden en Lijden tijdens coronacrisis'
Uitgever: Damies, Schijndel
ISBN 978-907-8805-212
Foto: Easy the Anatolian
Te bestellen via https://www.lulu.com/en/en/shop/willem-scheepers/leiden-en-lijden-tijdens-coronacrisis/ebook/product-g5vmw7.html?page=1&pageSize=4
Covid-19 maakt duidelijk dat ook het Onderwijs verandert: klassikaal ging virtueel. Virtueel, of 'educational technology', biedt steeds meer opties voor meer effectief en efficiënt onderwijs. Maar wat is dan de rol van de docent nog?
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4. BEELDVORMING
U BESCHRIJFT VOOR DE BEELDVORMINGFASE HET VOLGENDE: (BLZ 298, 299 EN
182 VAN HET BOEK PROFESSIONELE ETHIEK)
WAT ZIJN MIJN MORELE INTUÏTIES BIJ DEZE KWESTIE?
WAT ZIJN PRECIES DE FEITEN EN WIE ZIJN MIJN STAKEHOLDERS? (BONDIG EN
OBJECTIEF FEITENRELAAS EN EEN OPSOMMING VAN DE PRIMAIRE ACTOR, DE
PRIMAIRE STAKEHOLDERS EN DE SECUNDAIRE STAKEHOLDERS)
WELKE WAARDEN VAN DE WAARDENRUIT ER MET ELKAAR IN CONFLICT KOMEN
IN DEZE CASUS?
WAT IS DE RELATIE TUSSEN DE MORELE CASUS EN UW PERSOONLIJKE WAARDEN
ZOALS UITGEWERKT IN DE WAARDENSCHIL VAN BLEKKINGH EN DE BARRETT
VALUE TEST?
DEZE UITWERKING IS EEN ONDERDEEL VAN UW REFLECTIEVERSLAG.
5. REFLECTIE OP HUMBLE INQUIRY
“VOORAFGAANDE AAN DEZE LES HEEFT U GEOEFEND MET DE VERSCHILLENDE FASEN VAN DE
HUMBLE INQUIRY: DE PURE INQUIRY, DE DIAGNOSTIC INQUIRY, DE CONFRONTATIONAL
INQUIRY EN DE PROCESS INQUIRY.
FEITELIJK IS HET EEN OEFENING IN IJVERIGE PASSIVITEIT. HET GAAT EROM, OM TE LEREN HET
AANBIEDEN VAN HULP UIT TE STELLEN EN EEN GOED BEELD TE KRIJGEN WAT IEMAND NIET
ALLEEN KAN, MAAR WEL ZOU WILLEN. DE HELPING PARADOX IS DAT ER VEEL AANBOD IS VAN
HULP EN WEINIG VRAAG, TENMINSTE IN EERSTE INSTANTIE, DAT IS HET PARADOXALE. ER
MOET EERST VERTROUWEN ZIJN. U HEEFT HET GELEERDE WELLICHT AL IN PRAKTIJK GEBRACHT
OF GAAT DAT NU DOEN.
ALS VOORBEREIDING OP DE LES BESCHRIJFT U KORT UW ERVARING MET TWEE HUMBLE INQUIRY
GESPREKKEN. EEN SITUATIE WAARIN U IEMAND WILDE HELPEN EN EEN SITUATIE WAARIN U ZELF
WERD GEHOLPEN WERD VANUIT HET PERSPECTIEF VAN DE HUMBLE INQUIRY-METHODE.
WAT WAS DE SITUATIE, DE VRAAG, WAT GING GOED EN LIEP MINDER GOED EN WAAROM,
WAT ZOU U VOORTAAN ANDERS DOEN?”
6. INQUIRY VOLGENS SCHEIN (MC 3)
• INQUIRY IS ALSO A COMPLEX CONCEPT. QUESTIONING IS BOTH A SCIENCE AND
AN ART. WHEN WE ADD THE ISSUE OF ASKING QUESTIONS ACROSS CULTURAL
AND STATUS BOUNDARIES, THINGS BECOME VERY MUDDY INDEED.
• WHAT WE ASK, HOW WE ASK IT, WHERE WE ASK IT, AND WHEN WE ASK IT ALL
MATTER. BUT THE ESSENCE OF HUMBLE INQUIRY GOES BEYOND JUST OVERT
QUESTIONING. THE KIND OF INQUIRY I AM TALKING ABOUT DERIVES FROM AN
ATTITUDE OF INTEREST AND CURIOSITY.
• IT IMPLIES A DESIRE TO BUILD A RELATIONSHIP THAT WILL LEAD TO MORE
OPEN COMMUNICATION. IT ALSO IMPLIES THAT ONE MAKES ONESELF
VULNERABLE AND, THEREBY, AROUSES POSITIVE HELPING BEHAVIOR IN THE
OTHER PERSON.
• SUCH AN ATTITUDE IS REFLECTED IN A VARIETY OF BEHAVIORS OTHER THAN
JUST THE SPECIFIC QUESTIONS WE ASK.
• SOMETIMES WE DISPLAY THROUGH BODY LANGUAGE AND SILENCE A
CURIOSITY AND LEVEL OF INTEREST THAT GETS THE OTHER PERSON TALKING
EVEN WHEN WE HAVE SAID NOTHING.
7. WHY TELL ME WHY
IN DE HUMBLE INQUIRY WORDEN VIER FASEN ONDERSCHEIDEN:
DE PURE INQUIRY,
DE DIAGNOSTIC INQUIRY,
DE CONFRONTATIONAL INQUIRY EN
DE PROCESS INQUIRY.
8. PURE INQUIRY
• PURE INQUIRY STARTS WITH SILENCE.
• THE INQUIRER SHOULD CONVEY THROUGH BODY LANGUAGE
AND EYE CONTACT A READINESS TO LISTEN, BUT SHE NEED
NOT SAY ANYTHING. THE CLIENT MAY BE PREPARED SIMPLY TO
START INTO HER STORY.
• THE INQUIRER CONTROLS BOTH THE PROCESS AND CONTENT
OF THE CONVERSATION. THE ROLE OF THE INQUIRER IS TO
PROMPT THE STORY AND LISTEN CAREFULLY AND NEUTRALLY.
9. PURE INQUIRY
WHAT IS THE SITUATION?
• CAN YOU TELL ME WHAT IS GOING ON?
• WHAT IS HAPPENING?
• DESCRIBE THE SITUATION.
• TELL ME MORE.
• GO ON.
• TELL ME WHAT IS GOING ON.
• HOW CAN I HELP?
• SO (ACCOMPANIED BY AN EXPECTANT LOOK)
• WHAT BRINGS YOU HERE?
• CAN YOU GIVE ME SOME EXAMPLES OF THAT?
• CAN YOU GIVE ME SOME OF THE DETAILS OF WHAT WENT ON?
• WHEN DID THIS LAST HAPPEN?
• WHEN DID YOU LAST EXPERIENCE ‘THIS PROBLEM’?
• WHAT WAS GOING ON?
• CAN YOU GIVE SOME ADDITIONAL EXAMPLES OF WHEN YOU EXPERIENCED THE PROBLEM?
10. DIAGNOSTIC INQUIRY
THE INQUIRER BEGINS TO MANAGE THE PROCESS OF HOW THE
CONTENT IS ANALYZED AND ELABORATED BUT DOES NOT INSERT
CONTENT IDEAS, SUGGESTIONS, ADVICE, OR OPTIONS.
IN THIS FORM OF INQUIRY THE INQUIRER BEGINS TO INFLUENCE THE
CLIENT’S MENTAL PROCESS BY DELIBERATELY FOCUSING ON ISSUES
OTHER THAN THE ONES THE CLIENT CHOSE TO REPORT IN TELLING HIS
STORY.
NOTE THAT THESE QUESTIONS DO NOT INFLUENCE THE CONTENT OF
THE STORY, BUT RATHER THE FOCUS OF ATTENTION WITHIN THE
STORY. THREE BASICALLY DIFFERENT VERSIONS OF THIS REDIRECTION
ARE AVAILABLE.
1. EXPLORING EMOTIONAL RESPONSES: FEELINGS AND REACTIONS
2. EXPLORING REASONS FOR ACTIONS AND EVENTS (HYPOTHESES FOR
CAUSES)
3. EXPLORING ACTIONS TAKEN OR CONTEMPLATED (PAST, PRESENT,
AND FUTURE)
11. DIAGNOSTIC INQUIRY
1. EXPLORING EMOTIONAL RESPONSES: FEELINGS AND REACTIONS.
• HOW DID (DO) YOU FEEL ABOUT THAT?
• DID (DOES) THAT AROUSE ANY REACTIONS IN YOU?
• WHAT WAS (IS) YOUR EMOTIONAL REACTION TO THAT?
• WHAT WAS YOUR REACTION?
• HOW DID OTHERS FEEL, REACT?
2. EXPLORING REASONS FOR ACTIONS AND EVENTS (HYPOTHESES FOR CAUSES)
• WHY DO YOU SUPPOSE THAT HAPPENED?
• WHY DID YOU (SHE, HE, THEY) REACT THAT WAY? (AFTER THE CLIENT HAS REVEALED A REACTION)
• WHY DID YOU (HE. SHE, THEY) DO THAT? (AFTER THE CLIENT HAS REVEALED SOME ACTION)
• WHY DID YOU DO THAT?
• WHY DO YOU THINK THAT HAPPENED?
• WHY DID THE OTHER DO THAT?
3. EXPLORING ACTIONS TAKEN OR CONTEMPLATED (PAST, PRESENT, AND
FUTURE)
• WHAT DID YOU (HE, SHE, THEY) DO ABOUT THAT?
• WHAT ARE YOU GOING TO DO NEXT?
• WHAT DID SHE (HE, THEY) DO THEN?
• WHAT DID YOU DO ABOUT THAT?
• WHAT ARE YOU GOING TO DO?
• WHAT DID THE OTHER DO?
• WHAT WILL THE OTHER DO?
• WHAT OPTIONS DO YOU HAVE?
• WHAT SHOULD YOU DO?
12. CONFRONTATIONAL INQUIRY
THE INQUIRER SHARES HIS OR HER OWN IDEAS AND REACTIONS ABOUT
THE PROCESS AND CONTENT OF THE STORY. BY SHARING OWN IDEAS,
THE INQUIRER “FORCES” THE CLIENT TO THINK ABOUT THE SITUATION
FROM A NEW PERSPECTIVE, HENCE THESE QUESTIONS ARE BY
DEFINITION CONFRONTIVE.
THE ESSENCE OF CONFRONTIVE INQUIRY IS THAT THE INQUIRER
INSERTS HIS OWN IDEAS ABOUT THE PROCESS OR CONTENT OF THE
STORY INTO THE CONVERSATION.
INSTEAD OF MERELY FORCING THE CLIENT TO ELABORATE, THE
INQUIRER NOW MAKES SUGGESTIONS OR OFFERS OPTIONS THAT MAY
NOT HAVE OCCURRED TO THE CLIENT
13. CONFRONTATIONAL INQUIRY
COULD YOU HAVE DONE THE FOLLOWING . . . ?
HAVE YOU THOUGHT ABOUT DOING . . . ?
WHY HAVE YOU NOT DONE . . . ?
HAVE YOU CONSIDERED THESE OTHER OPTIONS? YOU COULD
DO .
HAVE YOU CONSIDERED THE POSSIBILITY THAT YOU
OVERREACTED?
DID THAT NOT MAKE YOU FEEL ANGRY (ANXIOUS, ELATED.
ETC.)?
MAYBE WHAT WAS GOING ON WAS REALLY SOMETHING
DIFFERENT FROM WHAT YOU THOUGHT. . . .
14. PROCESS-ORIENTED INQUIRY
INQUIRERS PRACTICE PROCESS-ORIENTED INQUIRY WHEN THEIR
FOCUS IS THE CONVERSATION ITSELF. THIS MAY BE HELPFUL
WHEN A DISCUSSION STARTS BADLY.
WHETHER THIS COUNTS AS HUMBLE INQUIRY OR NOT DEPENDS
ON THE MOTIVES OF THE PERSON SHIFTING THE FOCUS. THE
POWER OF THIS KIND OF INQUIRY IS THAT IT FOCUSES ON THE
RELATIONSHIP ITSELF AND ENABLES BOTH PARTIES TO ASSESS
WHETHER THEIR RELATIONSHIP GOALS ARE BEING MET.
“WHAT ABOUT US?......”
15. OORDEELSVORMING
MORELE DILEMMA'S ZIJN DE LASTIGSTE KWESTIES OMDAT HIERBIJ
CONFLICTERENDE WAARDEN IN HET GEDING ZIJN.
WANNEER U EEN GESCHIKTE CASE HEBT GEVONDEN, MAAKT U
EEN AANSCHERPING VAN DE MORELE KWESTIE OP BASIS VAN HET
SCHEMA IN HET WERKBOEK. GEBRUIK DE VOLGORDE VAN
WERKEN DIE OP DEZE PAGINA'S IS BESCHREVEN.
GEBRUIK DE CASE DIE U HEEFT GEANALYSEERD VOOR UW
REFLECTIEVERSLAG.
17. OORDEELSVORMING
1. BEELDVORMING FASE 1: ‘WAT IS MOREEL AAN DEZE
KWESTIE?’ (MC 4)
2. OORDEELSVORMING FASE 2: ‘HOE KUN JE ER VANUIT DE
ETHIEK NAAR KIJKEN?’
3. BESLUITVORMING FASE 3: ‘WAAR STA IK VOOR IN DEZE
MORELE KWESTIE?’
18. DE BASISVRAAG VAN MORELE
OORDEELSVORMING
HOE KUN JE VANUIT DE ETHIEK NAAR DE MORELE KWESTIE KIJKEN?
DAARBIJ KUN JE DRIE PERSPECTIEVEN ONDERSCHEIDEN:
DE DEUGDEN (WAT VOOR MENS/LEIDER WIL IK ZIJN),
DE BEGINSELEN (RECHTEN EN PLICHTEN)
DE GEVOLGEN (UTILITEIT).
BIJ MORELE BESLUITVORMING LIGT HET ACCENT OP 'WAAR STA IK VOOR EN
WAAROM' EN 'HOE RECHTVAARDIG IK MIJN GEDRAG’?
BRON: ‘PROFESSIONELE ETHIEK’, R. VAN ES.
19. DEUGDEN
HOE MOET IK LEVEN?
WAT VOOR MENS WIL IK ZIJN?
IN DIT PERSPECTIEF GAAT HET PRIMAIR OM KARAKTER: ‘ETHOS’.
EEN DEUGD ‘ARETE’, IS EEN WELOVERWOGEN ‘GOEDE’ MANIER
OM IN HET LEVEN TE STAAN. CENTRAAL BEGRIP IS KARAKTER.
MET HET OOG DAAROP STELT HET DEUGDENPERSPECTIEF OOK
DE VRAAG:
PAST WAT IK DOE IN DEZE CONTEXT? (INTEGRITEIT &
COMMITMENT)
20. DEUGD: SPREEK JE JEZELF UIT ALS
EINDVERANTWOORDELIJKE?
“WHAT HAPPENS WHEN CEOS SPEAK OUT ON HOT-BUTTON
ISSUES OR EVEN DIRECTLY REBUKE THE PRESIDENT OF THE
UNITED STATES? DO THEIR COMPANIES SUFFER SUSTAINED
BACKLASHES? DAMAGING BOYCOTTS? OR DO CUSTOMERS —
NEW AND EXISTING — EMBRACE THEIR BRANDS
ENTHUSIASTICALLY?
THE DATA HERE SUGGESTS THAT AVOIDING CEO ACTIVISM
BECAUSE OF WORRIES ABOUT STOCK PERFORMANCE MAY BE
MISGUIDED.“
BRON: THE COST OF TAKING A STAND HTTPS://HBR.ORG/2018/03/THE-COST-OF-TAKING-A-STAND
21. BEGINSELEN
WELKE BEGINSELEN ZIJN RELEVANT IN DEZE KWESTIE?
WELKE RECHTEN EN PLICHTEN SPELEN DAAROM MEE?
EEN BEGINSEL IS EEN GRONDSTELLING OF EEN OVERTUIGING
WAAR GEEN VERDERE ONDERBOUWING VOOR HOEFT TE WORDEN
GEGEVEN. CENTRAAL BEGRIP IS RECHTEN ZOALS IN
MENSENRECHTEN.
HET BEGINSELPERSPECTIEF STELT OOK DE VRAAG:
IS DE GEBRUIKTE REDENERING ALGEMEEN GELDIG?
22. GEVOLGEN
WAT ZIJN DE POSITIEVE EN WAT ZIJN DE NEGATIEVE VAN DEZE (TE
OVERWEGEN) HANDELING?
EEN GEVOLG IS HET RESULTAAT VAN EEN HANDELING OF VAN HET
BEWUST NALATEN VAN EEN HANDELING.
‘TELOS’ STAAT VOOR DOEL EN TELEOLOGIE IS ALS
DOELMATIGHEIDSLEER ONDERDEEL VAN DIT PERSPECTIEF. CENTRAAL
BEGRIP IS UTILITEIT. CENTRAAL STAAT DE VRAAG:
WAT ZULLEN IN TERMEN VAN GEVOLGEN DE VOORDELEN EN DE
NADELEN ZIJN?
23. BIJWERKEN PERSOONLIJK
LEIDERSCHAPSPROFIEL
• WAT ZIJN DE BELANGRIJKSTE LEERPUNTEN VOOR MIJ GEWEEST?
• WAT WIL IK HIERVAN VAST HOUDEN ALS HET GAAT OM MIJN EIGEN
PROFESSIONELE ROL?
• HOE KAN IK MIJN PERSOONLIJKE PROFIEL AANVULLEN ZODAT IK DEZE
PUNTEN OOK IN DE TOEKOMST VOLDOENDE AANDACHT GEEF?
• IN WELKE MATE HEEFT DE FEEDBACK VAN VOOR MIJ BELANGRIJKE
ANDEREN (SUPPORTGROEP) MIJN PROFIEL AANGESCHERPT? OM DEZE
VRAAG TE KUNNEN BEANTWOORDEN, LEGT U UW PERSOONLIJK
BUSINESS MODEL VOOR AAN UW SUPPORTTEAM EN VRAAGT HUN
FEEDBACK OP UW PROFIEL. NEEM DIT OOK OP IN UW
REFLECTIEVERSLAG.
24. MC 6 VAN 8
MC 6 MORELE DILEMMA'S,
OORDEELSVORMING EN EN HUMBLE
INQUIRY
WILLEM E.A.J. SCHEEPERS MBA
DOCENT EN ORGANISATIE ONTWIKKELAAR
IK BEN BEREIKBAAR OP WILLEM@WILLEMSCHEEPERS.NL RESP. +31 (0)651 176 097