This document provides an overview and objectives for a cultural competence workshop. It discusses definitions of culture and different theories on cultural dimensions. It explores national and organizational cultures, and how to deal with cultural differences. Frameworks on cultural dimensions from Hofstede, Solomon and Schell, and Dreimuller are presented, examining aspects such as individualism, power distance, and time orientation in different countries. Leadership approaches are discussed in relation to cultural contexts.
This document summarizes a presentation given by Hendra Kusnoto on change management. It discusses key concepts related to change such as the two sides of change, people-oriented change, organizational change, and managing resistance to change. It provides examples of how to create a new vision and shift paradigms. The presentation also contrasts old and new paradigms across several dimensions for organizations to transform, and emphasizes the importance of having the capacity and momentum to implement planned changes.
Learning charters demonstrate commitment: they are a touchstone against which provision and practice can be tested and a waymark with which to guide, monitor, and evaluate progress.
The document discusses finding and using one's voice to inspire and lead others. It begins by outlining the pain of people feeling unfulfilled at work, and proposes the solution is transcending negative mindsets like ego and competitiveness. It then discusses discovering one's voice through gifts like free will and different types of intelligence. Expressing one's voice involves developing energy into vision, discipline, passion and conscience. The leadership challenge is enabling people to realize their potential by contributing their talents and passion. Leaders must model the four intelligences and empower others while holding them accountable. The document emphasizes the importance of trustworthiness, communication, and blending voices to find third alternatives. It discusses pathfinding a shared vision and executing through alignment,
The Learning Organization - 10 transformations any organization has to undergoTotal Identity
In this presentation 10 transformations are described that all organizations must undergo to become a true learning organization. This is needed to rapidly adapt to changing contexts. These contexts change faster and faster due to social media. By following these 10 transformations, an organization is more adapted to this new changing (social media) context and can learn just like any individual person can.
The Nanaimo Unique Kids Organization is launching a mentoring program to support neuro-developmentally disabled children and their families. The program will match mentors with mentees, who are either caregivers seeking assistance or youth aged 16 and older. Mentors will provide guidance on accessing services and information, help with life and employment skills, and offer recreational support. The goals are to empower mentees through knowledge sharing and networking while renewing confidence in mentors.
Chapter 10 –
Values, Diversity
& Leadership
1
Complete Personal Values
Self Assessment
What are Values?
Generalized beliefs and behaviors that are considered by an individual or group to be important
Why are Values important to an organization?
Relationships between leaders and members are based on shared values
Employees learn organizational values by observing leaders
3
Values Based Leadership
“Values are the anchors we use to make decisions so we can weather a storm. They keep us aligned with our authentic self. They keep us true to ourselves and the future we want to experience.” Richard Barrett
http://www.valuescentre.com/docs/ValuesBasedLeadership.pdf
4
Written Values Statement
Values and ethics can be set forth in writing
Written documents have the advantage of explicitly stating the organization’s position on ethical and moral issues
These can serve as building blocks for culture creation
So…..
Who creates an organization’s
values statement?
http://www.youtube.com/watch?v=ccVQ5thLgPw
5
Next BIG question –
How does an organization (or you as a leader) help people make the connection between the espoused values and their behaviour or enacted values (or – how do you get the “values on the wall to be lived in the hall”
Richard Barrett - http://www.youtube.com/watch?v=QNt7LsF0YrA
6
Values Based Leadership and
the Triple Bottom Line
http://docksidegreen.com/bottom/backgrounders/docksides-green-triple-bottom-line-fact-sheet.html
7
Values Based Leadership Resources
Todd Thomas Institute at Royal Roads University on Values Based Leadership
http://www.royalroads.ca/programs/faculties-schools-centres/todd-thomas-institute/
General Info http://jobfunctions.bnet.com/abstract.aspx?docid=138400
Values Based Business Network, Victoria, BC http://www.vbnetwork.ca/
8
Diversity
9
“Human diversity makes tolerance more than a virtue; it makes it a requirement for survival.”
Rene Dubos
The inclusion of all groups at all levels in an organization
10
Group Discussion
Define diversity in the workplace
List the various forms of diversity
What are the advantages and disadvantages of a diverse workplace?
As a leader, what is your role regarding diversity?
Write a values statement related to diversity.
11
Diversity is…
Any characteristic that serves as a basis for social categorization and self-identification
Includes:
Race, ethnicity
Religion
Gender
Age
Language, dialect
Sexual orientation (GLBT)
Diversity is the inclusion of all groups at all levels in an organization
12
Diversity
Advantages
Disadvantages
Understanding and meeting the needs of diverse customers = advantage in a global marketplace
Diverse groups are more creative and innovative than homogeneous work groups
Fair, inclusive & humane
Creating a culture of acceptance requires major, systematic, company-wide, planned change efforts, which are typically not part of standard affirmative action plans.
13
Achievin.
This document discusses leadership and provides an overview of a presentation on leveraging leadership skills. Some key points discussed include:
- Contemporary views of leadership see it as something everyone demonstrates in some way, through micro-contributions each day, rather than being limited to formal positions of authority.
- Traditional leadership skills like interpersonal competence, team collaboration, influencing others, developing self-awareness, and navigating change are discussed as foundations of leadership.
- Fatal flaws that can undermine leadership potential if not addressed include a lack of self-awareness, poor interpersonal skills, and an inability to collaborate in teams.
- Translating leadership skills to the workplace involves identifying strengths, addressing weaknesses, and
The first webinar in See3's diversity series discusses how to create inclusion strategies within your organization. Joined by Desiree Adaway of The Adaway Group.
This document summarizes a presentation given by Hendra Kusnoto on change management. It discusses key concepts related to change such as the two sides of change, people-oriented change, organizational change, and managing resistance to change. It provides examples of how to create a new vision and shift paradigms. The presentation also contrasts old and new paradigms across several dimensions for organizations to transform, and emphasizes the importance of having the capacity and momentum to implement planned changes.
Learning charters demonstrate commitment: they are a touchstone against which provision and practice can be tested and a waymark with which to guide, monitor, and evaluate progress.
The document discusses finding and using one's voice to inspire and lead others. It begins by outlining the pain of people feeling unfulfilled at work, and proposes the solution is transcending negative mindsets like ego and competitiveness. It then discusses discovering one's voice through gifts like free will and different types of intelligence. Expressing one's voice involves developing energy into vision, discipline, passion and conscience. The leadership challenge is enabling people to realize their potential by contributing their talents and passion. Leaders must model the four intelligences and empower others while holding them accountable. The document emphasizes the importance of trustworthiness, communication, and blending voices to find third alternatives. It discusses pathfinding a shared vision and executing through alignment,
The Learning Organization - 10 transformations any organization has to undergoTotal Identity
In this presentation 10 transformations are described that all organizations must undergo to become a true learning organization. This is needed to rapidly adapt to changing contexts. These contexts change faster and faster due to social media. By following these 10 transformations, an organization is more adapted to this new changing (social media) context and can learn just like any individual person can.
The Nanaimo Unique Kids Organization is launching a mentoring program to support neuro-developmentally disabled children and their families. The program will match mentors with mentees, who are either caregivers seeking assistance or youth aged 16 and older. Mentors will provide guidance on accessing services and information, help with life and employment skills, and offer recreational support. The goals are to empower mentees through knowledge sharing and networking while renewing confidence in mentors.
Chapter 10 –
Values, Diversity
& Leadership
1
Complete Personal Values
Self Assessment
What are Values?
Generalized beliefs and behaviors that are considered by an individual or group to be important
Why are Values important to an organization?
Relationships between leaders and members are based on shared values
Employees learn organizational values by observing leaders
3
Values Based Leadership
“Values are the anchors we use to make decisions so we can weather a storm. They keep us aligned with our authentic self. They keep us true to ourselves and the future we want to experience.” Richard Barrett
http://www.valuescentre.com/docs/ValuesBasedLeadership.pdf
4
Written Values Statement
Values and ethics can be set forth in writing
Written documents have the advantage of explicitly stating the organization’s position on ethical and moral issues
These can serve as building blocks for culture creation
So…..
Who creates an organization’s
values statement?
http://www.youtube.com/watch?v=ccVQ5thLgPw
5
Next BIG question –
How does an organization (or you as a leader) help people make the connection between the espoused values and their behaviour or enacted values (or – how do you get the “values on the wall to be lived in the hall”
Richard Barrett - http://www.youtube.com/watch?v=QNt7LsF0YrA
6
Values Based Leadership and
the Triple Bottom Line
http://docksidegreen.com/bottom/backgrounders/docksides-green-triple-bottom-line-fact-sheet.html
7
Values Based Leadership Resources
Todd Thomas Institute at Royal Roads University on Values Based Leadership
http://www.royalroads.ca/programs/faculties-schools-centres/todd-thomas-institute/
General Info http://jobfunctions.bnet.com/abstract.aspx?docid=138400
Values Based Business Network, Victoria, BC http://www.vbnetwork.ca/
8
Diversity
9
“Human diversity makes tolerance more than a virtue; it makes it a requirement for survival.”
Rene Dubos
The inclusion of all groups at all levels in an organization
10
Group Discussion
Define diversity in the workplace
List the various forms of diversity
What are the advantages and disadvantages of a diverse workplace?
As a leader, what is your role regarding diversity?
Write a values statement related to diversity.
11
Diversity is…
Any characteristic that serves as a basis for social categorization and self-identification
Includes:
Race, ethnicity
Religion
Gender
Age
Language, dialect
Sexual orientation (GLBT)
Diversity is the inclusion of all groups at all levels in an organization
12
Diversity
Advantages
Disadvantages
Understanding and meeting the needs of diverse customers = advantage in a global marketplace
Diverse groups are more creative and innovative than homogeneous work groups
Fair, inclusive & humane
Creating a culture of acceptance requires major, systematic, company-wide, planned change efforts, which are typically not part of standard affirmative action plans.
13
Achievin.
This document discusses leadership and provides an overview of a presentation on leveraging leadership skills. Some key points discussed include:
- Contemporary views of leadership see it as something everyone demonstrates in some way, through micro-contributions each day, rather than being limited to formal positions of authority.
- Traditional leadership skills like interpersonal competence, team collaboration, influencing others, developing self-awareness, and navigating change are discussed as foundations of leadership.
- Fatal flaws that can undermine leadership potential if not addressed include a lack of self-awareness, poor interpersonal skills, and an inability to collaborate in teams.
- Translating leadership skills to the workplace involves identifying strengths, addressing weaknesses, and
The first webinar in See3's diversity series discusses how to create inclusion strategies within your organization. Joined by Desiree Adaway of The Adaway Group.
This document discusses relationship management and team building. It covers topics like understanding body language, stages of collaboration, emotional intelligence, and building trust and interdependence between individuals. The goal is to provide insights into how one's actions can affect relationships and build effective teams through open communication, managing conflicts constructively, and establishing common goals and structures.
Learning_Dispositions. Play based learning session 4 -1.pptBrookeKandell
The document discusses learning dispositions, which are defined as relatively enduring habits of mind or ways of responding to experiences. Key points made about dispositions include:
- Dispositions are attitudes and tendencies that can be positive or negative. They are different from skills and knowledge and have long-term effects on lifelong learning.
- Important learning dispositions for young children include curiosity, creativity, self-motivation, resilience, social competence, emotional well-being, confidence, cooperation, communication, and perseverance.
- Dispositions are acquired through interactive experiences with caregivers and peers. They are influenced by relationships and environment.
Morals, values, ethics, and honesty are discussed. Morals are principles of right and wrong behavior, values are beliefs about what is important, and ethics are moral principles or values that guide individual and societal behavior. Honesty is one of the greatest human values and establishes trust. Benefits of honesty include reduced legal fees, police and security costs, and drug problems. Steps to follow include remaining honest, exposing all facts transparently, and avoiding half-truths or exaggerations. Courage involves facing danger or difficulties with self-confidence. Time management refers to allocating the right time to the right activities effectively.
This document provides summaries of four New York Life employees who exemplify leadership qualities:
1) Philip Cavan started as a phone salesperson and worked his way up to Corporate Vice President through hard work and helping others realize their potential.
2) Maambo Mujala is an Actuarial Associate who leads by example and builds relationships between teams to improve collaboration.
3) Christopher Elson balances enforcing compliance rules with providing excellent customer service by treating all people with respect.
4) Serene Zegarelli keeps marketing team members focused and committed to projects through effective communication and motivation.
This document provides an overview of the Think One Team approach to uniting leadership, building collaborative teams, and supporting transformational change. It discusses how Think One Team develops new capabilities for adaptive teamwork and collaboration while delivering business results. It outlines the five behaviors of "One Team" enterprises and how the Think One Team method achieves outcomes through aligning, collaborating, and learning together using a set of simple and practical tools. Finally, it provides an example of a typical journey applying the Think One Team approach over 90 days to lead a collaborative change initiative.
Every year, across our network of 400 youth clubs, our members work with over 75,000 young people helping young people be the best that they can be. This is not possible without the thousands of thousands of dedicated volunteers supporting the great work that they do.
In this booklet we have designed and created a number of exciting volunteer roles that really add value to the youth programmes run across our network our network of youth clubs.
All of our volunteers are supported in whilst volunteer with us and offered the opportunity to accredit their experiences through the National Open College Network and vInspired.
We hope that you find the opportunities in this booklet of appealing. If you would like to register your interest and apply for any of the roles please visit londonyouth.org/volunteer and complete the short online form.
Thank you for your interest in volunteering with London Youth.
This document discusses partnerships and their benefits for organizational growth. It begins by defining a partnership as a cooperative relationship between people or groups who agree to share responsibility for a specific goal. The document then outlines different types of partnerships like technical, pro bono, media, fundraising, and brand partnerships. It provides an example of a successful partnership between a Girl Scouts organization and State Street that benefited both partners through skills development, role models, and publicity. The document encourages identifying potential partnership opportunities to open doors, access new resources, and help organizations grow in a mutually beneficial way.
This document discusses partnerships and their benefits for organizational growth. It begins by defining a partnership as a cooperative relationship between people or groups who agree to share responsibility for a specific goal. The document then outlines different types of partnerships like technical, pro bono, media, fundraising, and brand partnerships. It provides an example of a successful partnership between a Girl Scouts organization and State Street bank where girls learned skills and both organizations benefited through publicity and employee engagement. The document encourages identifying potential partnership opportunities to open doors, access new resources, and help organizations grow in a mutually beneficial way.
The Upper STYLE assessment tool uses the DISC model to evaluate leadership styles. DISC identifies four characteristics - Dominance, Influence, Steadiness, and Compliance. It helps people understand their own behaviors and how to interact with others. Upper STYLE can be used for self-development, team building, recruitment, coaching, and other purposes. For more information on Upper STYLE and training, contact Upper Knowledge Co.
The IDI Team Development Report has just been released, and it already has many in the coaching, consulting, and talent development industry talking about its transformative impact on how people work together.
In this session, we will take a closer look at this groundbreaking solution for teams. Join us to see:
The brand-new IDI Team Development Report: see for yourself how this tool presents group data and actionable insights in illuminating new ways
A fully supported solution: take a look at the built-in tools that make this report uniquely engagement-ready and easy to deliver in a group setting
The approach in action: hear a first-hand account from consultant Anne DeFrancesco, who used the new IDI Team Development Report in a successful engagement with leaders at a U.S. retail giant
Whether you have an established practice in team coaching and development or you are exploring adding this type of work to your repertoire, this webinar will introduce you to a tool that can help enhance your work and support you in building healthier, happier, more productive teams.
Lunch and Learn slide presentation about communicating as professionals, with diplomacy and respect. This is a summary at re-presentation of Skillpath course I attended, lead by Trainer MaryJo Asmuth.
Meta manager - A two day workshop by Thorsten Geck - Course ContentA Geethan
For more information: http://www.nibbanaindia.com/events/
Meta Manager - A two day workshop on Leadership & Management for CEOs, managers, supervisors and professionals who lead a team, by Thorsten Geck from Germany.
Learn to nurture your leadership skills & bring real growth & increased productivity for your organisation!
Date: 24.-25. August 2016 | Venue: GRT Grand, T Nagar, Chennai.
For registrations, contact: +91 98402 91089 / 98410 73211
http://www.nibbanaindia.com/events/
Mentoring takes many forms globally and can benefit both mentors and mentees. It often involves an experienced person helping a less experienced one develop skills through relationship, guidance and sharing of knowledge and experience. Specifically, this document discusses:
1) Different types of mentoring such as career mentoring, enterprise mentoring, and youth mentoring.
2) Benefits for both mentors and mentees such as personal and professional growth, development of skills, and networking opportunities.
3) Tips for effective mentoring relationships including clearly defining goals, roles and timeline for the partnership.
4) The importance of diversity and cultural understanding in cross-cultural mentoring.
WEEK 12Building and leading teams (part 1) Leadership in pract.docxmelbruce90096
WEEK 12
Building and leading teams (part 1)
Leadership in practice
12.1 Aims this week
The focus this week is on: ‘Building and Leading Teams’ This is outlined below:
· Develop an understanding of the practice of leadership in early childhood settings/centres
· Consider leadership of self and others within the team
· Reflect on the specific aspects of leadership likely to be most effective in supporting learning and personal development within teams
· Engage with relevant theory and reflect on leadership practice
We begin the week by considering the following quote in relation to building and leading teams:
‘Effective leadership and teamwork are considered to be factors which contribute to increased self-esteem, high job satisfaction and staff morale, reduced stress and a decreased likelihood of staff burnout’ (Schiller, 1987 cited in Rodd 2006:p.147).
In order to achieve effective leadership and team work it is important to consider how we lead, guide and support individuals as well as teams.
.
12.2 Follow my leader
.
.
A fairly standard definition of leadership is one such as behaviour that enables and assists others to achieve personal and organisational ambitions and goals.
.
This suggests that leadership might have as much to do with making helpful suggestions as issuing strategic directives (to the team), as much about listening to other people’s ideas as expounding your own, and as much about gentleness as about toughness.
.
Effective leadership is about helping people and teams to be as effective as they have the potential to be. Leadership which flows from this idea, has some important features:
.
· Leadership needs to be seen as a function of a group rather than the role of an individual
.
· Leadership can be behaviour which gives power away
.
.
· The aims of leadership should be the increase of self-directedness and the release of energy, imagination and creativity in all those who form the organisation
.
· Leadership behaviour also needs to be designed by the followers. Leaders need to seek information from their colleagues about the sort of leadership that suits them best as a team
.
· One of the key functions of leadership is to help in the creating of conditions in which people feel motivated to work to the optimum levels of their capacity, energy, interest and commitment
.
In striving for more life enhancing forms of leadership, we need to question our very assumptions about people and personal power. This new concept of leadership adopts an approach, which recognises that, the potential and power to work effectively lies within the person as well as the team rather than the leader. We still cling on to assumptions that people cannot be trusted to direct their own work and that they must be instructed, guided, monitored, controlled, rewarded and punished – the theory X position discussed in week 3. Life centred leaders believe in the basic dignity and worth of people and in their capacity for c.
The document discusses the concept of leadership. It defines leadership as a social phenomenon necessary for achieving group objectives through initiatives and responses between people to achieve mutual goals and enrichment over time. Leadership involves influence relationships where leaders and followers intend real changes that reflect their shared purpose. Effective followership and developing followers is also important for organizations to adapt quickly to changes.
This 3-day intensive master class program from November 19-21, 2018 aims to provide leaders with insights and tools for leading diverse teams to boost organizational success in the 21st century. Led by Professor Martin Davidson from the University of Virginia Darden School of Business, the program will discuss how to leverage differences among employees to generate revenue, profit, talent development, and innovation. It will provide a new framework for viewing diversity beyond just managing social groups, and teach techniques for building strong relationships across differences. The program is designed for executives seeking new growth opportunities through diversity and innovation.
First impressions new school admistrator 7.31.2018mmcneffnd
The document provides guidance and advice for new school leaders. It emphasizes the importance of school culture and climate. Leaders should evaluate how adults greet students to understand the school's culture. They should also assess the tone and environment in school offices. The document recommends asking questions to understand the current culture and vision for the future. Developing relationships and being visible and accessible are key responsibilities of school leaders. Leaders should focus on developing others and making collaborative decisions focused on student outcomes.
This document provides guidance on teaching skills for English language teachers. It is divided into six main skill areas: classroom management, course and lesson planning, understanding learners, subject knowledge, learning technologies, and managing feedback. Each skill area contains sub-skills that are rated on a scale from essential to most demanding. The document can be used to analyze an individual teacher's skills, identify development areas, and plan for skills improvement over the short and long term.
This document discusses relationship management and team building. It covers topics like understanding body language, stages of collaboration, emotional intelligence, and building trust and interdependence between individuals. The goal is to provide insights into how one's actions can affect relationships and build effective teams through open communication, managing conflicts constructively, and establishing common goals and structures.
Learning_Dispositions. Play based learning session 4 -1.pptBrookeKandell
The document discusses learning dispositions, which are defined as relatively enduring habits of mind or ways of responding to experiences. Key points made about dispositions include:
- Dispositions are attitudes and tendencies that can be positive or negative. They are different from skills and knowledge and have long-term effects on lifelong learning.
- Important learning dispositions for young children include curiosity, creativity, self-motivation, resilience, social competence, emotional well-being, confidence, cooperation, communication, and perseverance.
- Dispositions are acquired through interactive experiences with caregivers and peers. They are influenced by relationships and environment.
Morals, values, ethics, and honesty are discussed. Morals are principles of right and wrong behavior, values are beliefs about what is important, and ethics are moral principles or values that guide individual and societal behavior. Honesty is one of the greatest human values and establishes trust. Benefits of honesty include reduced legal fees, police and security costs, and drug problems. Steps to follow include remaining honest, exposing all facts transparently, and avoiding half-truths or exaggerations. Courage involves facing danger or difficulties with self-confidence. Time management refers to allocating the right time to the right activities effectively.
This document provides summaries of four New York Life employees who exemplify leadership qualities:
1) Philip Cavan started as a phone salesperson and worked his way up to Corporate Vice President through hard work and helping others realize their potential.
2) Maambo Mujala is an Actuarial Associate who leads by example and builds relationships between teams to improve collaboration.
3) Christopher Elson balances enforcing compliance rules with providing excellent customer service by treating all people with respect.
4) Serene Zegarelli keeps marketing team members focused and committed to projects through effective communication and motivation.
This document provides an overview of the Think One Team approach to uniting leadership, building collaborative teams, and supporting transformational change. It discusses how Think One Team develops new capabilities for adaptive teamwork and collaboration while delivering business results. It outlines the five behaviors of "One Team" enterprises and how the Think One Team method achieves outcomes through aligning, collaborating, and learning together using a set of simple and practical tools. Finally, it provides an example of a typical journey applying the Think One Team approach over 90 days to lead a collaborative change initiative.
Every year, across our network of 400 youth clubs, our members work with over 75,000 young people helping young people be the best that they can be. This is not possible without the thousands of thousands of dedicated volunteers supporting the great work that they do.
In this booklet we have designed and created a number of exciting volunteer roles that really add value to the youth programmes run across our network our network of youth clubs.
All of our volunteers are supported in whilst volunteer with us and offered the opportunity to accredit their experiences through the National Open College Network and vInspired.
We hope that you find the opportunities in this booklet of appealing. If you would like to register your interest and apply for any of the roles please visit londonyouth.org/volunteer and complete the short online form.
Thank you for your interest in volunteering with London Youth.
This document discusses partnerships and their benefits for organizational growth. It begins by defining a partnership as a cooperative relationship between people or groups who agree to share responsibility for a specific goal. The document then outlines different types of partnerships like technical, pro bono, media, fundraising, and brand partnerships. It provides an example of a successful partnership between a Girl Scouts organization and State Street that benefited both partners through skills development, role models, and publicity. The document encourages identifying potential partnership opportunities to open doors, access new resources, and help organizations grow in a mutually beneficial way.
This document discusses partnerships and their benefits for organizational growth. It begins by defining a partnership as a cooperative relationship between people or groups who agree to share responsibility for a specific goal. The document then outlines different types of partnerships like technical, pro bono, media, fundraising, and brand partnerships. It provides an example of a successful partnership between a Girl Scouts organization and State Street bank where girls learned skills and both organizations benefited through publicity and employee engagement. The document encourages identifying potential partnership opportunities to open doors, access new resources, and help organizations grow in a mutually beneficial way.
The Upper STYLE assessment tool uses the DISC model to evaluate leadership styles. DISC identifies four characteristics - Dominance, Influence, Steadiness, and Compliance. It helps people understand their own behaviors and how to interact with others. Upper STYLE can be used for self-development, team building, recruitment, coaching, and other purposes. For more information on Upper STYLE and training, contact Upper Knowledge Co.
The IDI Team Development Report has just been released, and it already has many in the coaching, consulting, and talent development industry talking about its transformative impact on how people work together.
In this session, we will take a closer look at this groundbreaking solution for teams. Join us to see:
The brand-new IDI Team Development Report: see for yourself how this tool presents group data and actionable insights in illuminating new ways
A fully supported solution: take a look at the built-in tools that make this report uniquely engagement-ready and easy to deliver in a group setting
The approach in action: hear a first-hand account from consultant Anne DeFrancesco, who used the new IDI Team Development Report in a successful engagement with leaders at a U.S. retail giant
Whether you have an established practice in team coaching and development or you are exploring adding this type of work to your repertoire, this webinar will introduce you to a tool that can help enhance your work and support you in building healthier, happier, more productive teams.
Lunch and Learn slide presentation about communicating as professionals, with diplomacy and respect. This is a summary at re-presentation of Skillpath course I attended, lead by Trainer MaryJo Asmuth.
Meta manager - A two day workshop by Thorsten Geck - Course ContentA Geethan
For more information: http://www.nibbanaindia.com/events/
Meta Manager - A two day workshop on Leadership & Management for CEOs, managers, supervisors and professionals who lead a team, by Thorsten Geck from Germany.
Learn to nurture your leadership skills & bring real growth & increased productivity for your organisation!
Date: 24.-25. August 2016 | Venue: GRT Grand, T Nagar, Chennai.
For registrations, contact: +91 98402 91089 / 98410 73211
http://www.nibbanaindia.com/events/
Mentoring takes many forms globally and can benefit both mentors and mentees. It often involves an experienced person helping a less experienced one develop skills through relationship, guidance and sharing of knowledge and experience. Specifically, this document discusses:
1) Different types of mentoring such as career mentoring, enterprise mentoring, and youth mentoring.
2) Benefits for both mentors and mentees such as personal and professional growth, development of skills, and networking opportunities.
3) Tips for effective mentoring relationships including clearly defining goals, roles and timeline for the partnership.
4) The importance of diversity and cultural understanding in cross-cultural mentoring.
WEEK 12Building and leading teams (part 1) Leadership in pract.docxmelbruce90096
WEEK 12
Building and leading teams (part 1)
Leadership in practice
12.1 Aims this week
The focus this week is on: ‘Building and Leading Teams’ This is outlined below:
· Develop an understanding of the practice of leadership in early childhood settings/centres
· Consider leadership of self and others within the team
· Reflect on the specific aspects of leadership likely to be most effective in supporting learning and personal development within teams
· Engage with relevant theory and reflect on leadership practice
We begin the week by considering the following quote in relation to building and leading teams:
‘Effective leadership and teamwork are considered to be factors which contribute to increased self-esteem, high job satisfaction and staff morale, reduced stress and a decreased likelihood of staff burnout’ (Schiller, 1987 cited in Rodd 2006:p.147).
In order to achieve effective leadership and team work it is important to consider how we lead, guide and support individuals as well as teams.
.
12.2 Follow my leader
.
.
A fairly standard definition of leadership is one such as behaviour that enables and assists others to achieve personal and organisational ambitions and goals.
.
This suggests that leadership might have as much to do with making helpful suggestions as issuing strategic directives (to the team), as much about listening to other people’s ideas as expounding your own, and as much about gentleness as about toughness.
.
Effective leadership is about helping people and teams to be as effective as they have the potential to be. Leadership which flows from this idea, has some important features:
.
· Leadership needs to be seen as a function of a group rather than the role of an individual
.
· Leadership can be behaviour which gives power away
.
.
· The aims of leadership should be the increase of self-directedness and the release of energy, imagination and creativity in all those who form the organisation
.
· Leadership behaviour also needs to be designed by the followers. Leaders need to seek information from their colleagues about the sort of leadership that suits them best as a team
.
· One of the key functions of leadership is to help in the creating of conditions in which people feel motivated to work to the optimum levels of their capacity, energy, interest and commitment
.
In striving for more life enhancing forms of leadership, we need to question our very assumptions about people and personal power. This new concept of leadership adopts an approach, which recognises that, the potential and power to work effectively lies within the person as well as the team rather than the leader. We still cling on to assumptions that people cannot be trusted to direct their own work and that they must be instructed, guided, monitored, controlled, rewarded and punished – the theory X position discussed in week 3. Life centred leaders believe in the basic dignity and worth of people and in their capacity for c.
The document discusses the concept of leadership. It defines leadership as a social phenomenon necessary for achieving group objectives through initiatives and responses between people to achieve mutual goals and enrichment over time. Leadership involves influence relationships where leaders and followers intend real changes that reflect their shared purpose. Effective followership and developing followers is also important for organizations to adapt quickly to changes.
This 3-day intensive master class program from November 19-21, 2018 aims to provide leaders with insights and tools for leading diverse teams to boost organizational success in the 21st century. Led by Professor Martin Davidson from the University of Virginia Darden School of Business, the program will discuss how to leverage differences among employees to generate revenue, profit, talent development, and innovation. It will provide a new framework for viewing diversity beyond just managing social groups, and teach techniques for building strong relationships across differences. The program is designed for executives seeking new growth opportunities through diversity and innovation.
First impressions new school admistrator 7.31.2018mmcneffnd
The document provides guidance and advice for new school leaders. It emphasizes the importance of school culture and climate. Leaders should evaluate how adults greet students to understand the school's culture. They should also assess the tone and environment in school offices. The document recommends asking questions to understand the current culture and vision for the future. Developing relationships and being visible and accessible are key responsibilities of school leaders. Leaders should focus on developing others and making collaborative decisions focused on student outcomes.
This document provides guidance on teaching skills for English language teachers. It is divided into six main skill areas: classroom management, course and lesson planning, understanding learners, subject knowledge, learning technologies, and managing feedback. Each skill area contains sub-skills that are rated on a scale from essential to most demanding. The document can be used to analyze an individual teacher's skills, identify development areas, and plan for skills improvement over the short and long term.
Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey ...SirmaDuztepeliler
"Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey Toward Sustainability"
The booklet of my master’s thesis at the Department of Architecture and Civil Engineering at Chalmers University of Technology. (Gothenburg, Sweden)
This thesis explores the transformation of the vacated (2023) IKEA store in Kållered, Sweden, into a "Reuse Hub" addressing various user types. The project aims to create a model for circular and sustainable economic practices that promote resource efficiency, waste reduction, and a shift in societal overconsumption patterns.
Reuse, though crucial in the circular economy, is one of the least studied areas. Most materials with reuse potential, especially in the construction sector, are recycled (downcycled), causing a greater loss of resources and energy. My project addresses barriers to reuse, such as difficult access to materials, storage, and logistics issues.
Aims:
• Enhancing Access to Reclaimed Materials: Creating a hub for reclaimed construction materials for both institutional and individual needs.
• Promoting Circular Economy: Showcasing the potential and variety of reusable materials and how they can drive a circular economy.
• Fostering Community Engagement: Developing spaces for social interaction around reuse-focused stores and workshops.
• Raising Awareness: Transforming a former consumerist symbol into a center for circular practices.
Highlights:
• The project emphasizes cross-sector collaboration with producers and wholesalers to repurpose surplus materials before they enter the recycling phase.
• This project can serve as a prototype for reusing many idle commercial buildings in different scales and sizes.
• The findings indicate that transforming large vacant properties can support sustainable practices and present an economically attractive business model with high social returns at the same time.
• It highlights the potential of how sustainable practices in the construction sector can drive societal change.
1. Workshop 1: Cultural Competence
Pieter van Nispen
Remco van Bebberen
Aschaffenburg, April 9th, 2019
2. Objectives and Overview
▼ Objectives
▽ Introduction on the concept and definition of culture
▽ Learning the basic knowledge of different theories on cultures
▽ Basic understanding in national cultures (countries) and organisational cultures.
▼ Overview
▽ International context
▽ Definitions and concepts of culture
▽ Culture and groups: national culture, organisational culture, individual
▽ Dealing with cultural differences
▽ Culture and leadership
3. Words
▼ Managing and Leading in Different Cultures
▼ Managing and Leading across Cultures
▼ Leadership and Management across Cultures
▼ Competence
▼ Intercultural
▼ Cross-cultural
▼ Transcultural
4. International Context
▼ Can a manager decide (on his / her own) to do business internationally?
▼ No, because …
▼ the world is organised in ± 200 sovereign states, implying ...
▼ that they have to give permission.
In addition
▼ States work together through representation, treaties, international organisations.
▼ International organisations may have authority over business
▼ A state is not a country or a nation.
5. Culture: Definition and Concept
▼ Culture is an institution.
▼ Institution: a way of thinking acting and
feeling …
▽ of a group of people ...
▽ at a given time and place
C
values &
beliefs
thinking
& feeling
time
environment
group
behaviour
On all four levels:
• search for identity
• uncertainty avoidance
15. Countries
Argentina France Netherlands Spain
Australia Germany New Zealand Sweden
Austria Greece Norway Switzerland
Belgium Hong Kong Pakistan Taiwan
Brazil India Philippines Thailand
Brunei Indonesia Poland Turkey
Canada Iran Portugal Ukraine
Chile Ireland Qatar United Arab
China Israel Romania Emirates
Czech Republic Italy Russia United Kingdom
Denmark Japan Saudi Arabia United States
Egypt Malaysia Singapore Vietnam
Finland Mexico South Korea
16. Egalitarian/Hierarchical
▼ Hierarchy/egalitarianism is the way individuals view authority and power (deference to
people in authority).
▽ whether people are entitled to express themselves
▽ how empowered people feel to make independent decisions and take the
initiative
▽ Are people in authority better or have they earned that status by merit, and is it
open to other with the same degree of effort?
▼ Hierarchy/egalitarianism refers to
▽ how people view their relationship to people in power
▽ how casually or formally people relate one another
▽ whether a culture believes all people are created equal
▽ how much social mobility exists
▽ who is responsible for decision making
▽ the degree of authority and personal initiative people feel they have
17. Egalitarian/Hierarchical
5-9 10-13 14-17 18-21 22-25
Egalitarianism Hierarchy
Austria Brazil
China Chile
Czech
Republic
Egypt
Germany
Greece
Hong Kong
Argentina Italy Brunei
Belgium Mexico India
France Philippines Indonesia
Ireland Portugal Iran
Poland Romania Japan
Australia Qatar Singapore Malaysia
Canada Finland Russia Spain Pakistan
Denmark Norway Switzerland Taiwan Saudi Arabia
Israel Sweden Ukraine Thailand South Korea
Netherlands United United Turkey United Arab
New Zealand States Kingdom Vietnam Emirates
18. Group Focus
▼ Group focus describes whether people identify themselves as part of a group or by
their individual responsibility and whether work would be a collective output or a series
of individual contributions.
▼ Group focus refers to
▽ the importance of the group in relation to the individual
▽ whether people want to be distinguished from the group or considered part of a
particular group
▽ the idea that group harmony is necessary to achieve business goals
▽ the importance of living and working together in harmony
19. Group Focus
5-9 10-13 14-17 18-21 22-25
Individual Group
Argentina
Chile Austria
France Brazil
Germany China
Hong Kong Egypt
India Greece
Iran Italy
Australia Ireland Mexico
Belgium Israel Pakistan
Czech Portugal Philippines
Republic Romania Saudi Arabia Brunei
Denmark Russia Singapore Indonesia
Finland Spain Taiwan Japan
Netherlands Sweden Thailand Malaysia
Canada Norway Ukraine Turkey Qatar
New Zealand Poland United United Arab South Korea
United States Switzerland Kingdom Emirates Vietnam
20. Relationships
▼ The relationships dimension describes the importance a society ascribes to building
extensive connections and developing trust and how central relationships are as a
prerequisite to working with someone.
▼ Relationships refer to
▽ the importance of developing a personal relationship before conducting business
▽ the implied expectations and obligations of a relationship
▽ whether trust is assumed or earned
▽ whether rules are interpreted equally or there are special conditions for friends
▽ the value of connections
21. Relationships
5-9 10-13 14-17 18-21 22-25
Transactional Interpersonal
Argentina Brazil
Brunei Chile
Egypt
France
Greece
India
Indonesia
Italy
Australia Japan
Czech Austria Malaysia
Republic Belgium Mexico
Denmark Germany Pakistan
Finland Hong Kong Philippines
Netherlands Ireland Portugal
Norway Israel Qatar China
Poland New Zealand Singapore Iran
Romania Ukraine Spain Saudi Arabia
Russia United Taiwan South Korea
Canada Sweden Kingdom Thailand United Arab
United States Switzerland Vietnam Turkey Emirates
22. Communication Styles
Communication styles refer to
▼ the ways societies use language, both verbal and non-verbal
▼ the amount of information people need to receive or share in order to
understand a message. Is it brief and task-relevant, or does it include
background information as well?
▼ the directness or subtleness of the language people use
▼ the way people use words or gestures to express feeling or moods
▼ the importance of harmony and saving face
23. Communication Styles
5-9 10-13 14-17 18-21 22-25
Direct Indirect
Argentina
Brazil China
Chile Egypt
Czech Greece
Republic Hong Kong
Finland Iran
France Italy
Ireland Mexico
Poland Qatar
Portugal Saudi Arabia
Denmark Romania Singapore Brunei
Germany Australia Russia South Korea India
Israel Austria Spain Taiwan Indonesia
Netherlands Belgium Ukraine Thailand Japan
Norway Canada United Turkey Malaysia
Sweden New Zealand Kingdom United Arab Pakistan
Switzerland United States Vietnam Emirates Philippines
24. Time Orientation
▼ Time orientation is the degree to which people believe they can control time
and whether schedules or people are more important. It affects time
management, long- and short-term planning, schedules, and adherence to
agendas and deadlines.
▼ Time orientation refers to
▽ the amount of control people feel they have over time. Do you control time,
or is it out of your control?
▽ the importance society places on relationships versus keeping schedules
▽ attitude toward timekeeping and punctuality
▽ comfort level with short-range versus longer-term planning
▽ the appropriateness of assigning set times for social functions or business
meeting to start and finish
25. Time Orientation
5-9 10-13 14-17 18-21 22-25
Low High
Argentina
Brazil China
Brunei Czech
Chile Republic Australia
Egypt France Austria
Greece Ireland Belgium
India Italy Canada
Indonesia New Zealand Finland
Iran Norway Hong Kong
Malaysia Poland Israel
Mexico Romania Japan
Saudi Arabia Pakistan Russia Netherlands
Spain Philippines Singapore South Korea Denmark
Thailand Portugal Taiwan Sweden Germany
United Arab Qatar Turkey United Switzerland
Emirates Vietnam Ukraine Kingdom United States
26. Change Tolerance
▼ Change tolerance refers to the perception of how much control we believe
we have our lives and destinies (is our life determined by us or by external
forces?) and our comfort level with change, innovation, and risk taking. Do
we see change as bringing opportunities or as threats to be avoided?
▼ Change tolerance refers to
▽ openness to change and innovation
▽ willingness to take risks
▽ if people feel they control their destiny or if their environment controls them
▽ preference for rules and structure
▽ how the organization encourages and rewards initiative and deals with
failure
27. Change Tolerance
5-9 10-13 14-17 18-21 22-25
Change Averse Change Tolerant
Argentina Austria
Belgium Brazil
China Denmark
Finland France
Germany Greece
India Ireland
Italy Malaysia
Brunei Pakistan
Chile Poland
Czech Portugal
Republic Qatar
Egypt Romania Hong Kong
Indonesia South Korea Israel
Mexico Spain Japan
Philippines Sweden Netherlands
Russia Switzerland New Zealand
Thailand Taiwan Norway
United Arab Turkey Singapore
Saudi Arabia Emirates Ukraine United Australia
Iran Vietnam United States Kingdom Canada
28. Motivation/Work-Life Balance
▼ Motivation/work-life balance describes the emphasis that people in a society
place on achievement and status by hard work, versus the focus on personal
time and activities.
▼ Motivation/work-life balance refers to
▽ how people identify the ways they gain status, whether through
achievement or personal life; how people define their status in society,
whether from personal life or work achievements
▽ how one’s work influences one’s self-image and self-perception
▽ motivation for success: why people work and what I means
▽ how much work-life balance is values
▽ which is more motivating: time off or a promotionthe presence or
absence of laws and policies promoting family benefits
▽ what constitutes status
29. Motivation/Work-Life Balance
5-9 10-13 14-17 18-21 22-25
Balance Status
Brazil Brunei
Chile Czech Rep
Egypt Denmark
France Finland
Germany Ireland
Greece Israel
India Italy
Indonesia Netherlands
Iran Pakistan
Malaysia Philippines
Mexico Poland
New Zealand Romania
Portugal Russia Australia
Qatar Sweden Canada
Norway Spain Ukraine Hong Kong
Saudi Arabia Switzerland United Singapore China
United Arab Thailand Kingdom South Korea Japan
Emirates Turkey Vietnam Taiwan United States
30. Groups; Organisations
▼ Definition: the way of thinking, acting and feeling of the people working for that
organisation
▼ Influence from national cultures, suppliers, customers and more
▼ Problems in international context; e.g. daughter company
▼ Hard to measure
▽ USA versus Europe – values versus practices
▽ European research: Hofstede, Dreimüller
32. Task Culture
▼ core: activities
▼ approach: the method, the objective
becomes clear while doing the job
▼ systems: adapting rules and
procedures
▼ allows making mistakes
▼ staff: curious, innovative
▼ organisation: initiative, freedom,
egalitarian, informal
▼ communication: open
▼ success: new products
▼ management style: innovator, mediator,
taking risk
▼ key: creativity, improvisation, future
directed
▼ examples: R&D departments,
advertising agencies, investment
companies
▼ danger: pursuing a hobby
33. Aim Culture
▼ core: results
▼ approach: use people effectively
▼ systems: rules and procedures
depending on objective
▼ failures do not exist
▼ staff: obedient, carry out instructions
▼ organisation: logical whole on basis of
power
▼ communication: one-way traffic
▼ success: market share
▼ management style: producer and
manager
▼ key: position, winning, effective
▼ examples: police stations, marketing
departments, operation theatres
▼ danger: compartmentalization
34. Team Culture
▼ core: adaptation
▼ approach: work tuned to employee
▼ systems: broad interpretation of rules
and procedures
▼ mistakes: improved, not punished
▼ staff: not controlled
▼ organisation: security and consensus
▼ communication: negotiations
▼ success: care for people
▼ management style: mentor and
stimulator
▼ key: teamwork, trust, loyality,
preventing conflicts, the human being
▼ examples: retail trade, group practices
▼ danger: anarchy
35. Process Culture
▼ core: systems, rules and procedures
▼ approach: formalised realisation of
objectives
▼ systems: optimizing rules and
procedures
▼ preventing structural mistakes
▼ staff: controlled
▼ organisation: impersonal, no individual
freedom, controls, provides security
▼ communication: set down
responsibilities, measuring and
documentation
▼ success: routine
▼ management style: controller and
coordinator
▼ key: process, ratio, plans
▼ examples: insurance companies,
government
▼ danger: bureaucracy
37. Hofstede’s Model; Dimension 1 and 2
Effectiveness
▼ Means oriented
▽ ways of doing things
▽ how
▼ Goal oriented
▽ realising goals
▽ what
Customer oriented
▼ Internal focus
▽ honesty
▽ knowing what is best for the
customer
▼ External focus
▽ do what the client wants
▽ results
▽ pragmatic
38. Dimension 3 and 4
Control
▼ Loose working discipline
▽ loose structure
▽ low predictability
▽ limited control and discipline
▽ lots of improvisation
▼ Tight working discipline
▽ the opposite
Social control
▼ Local
▽ short term
▽ internally oriented
▽ strong social control
▼ Professional culture
▽ the opposite
39. Dimension 5 and 6
Attitude towards outsiders
▼ Open system
▽ outsiders welcome
▽ everybody fits in
▼ Closed system
▽ the opposite
Management philosophy
▼ Focus on people
▽ taking the personal problems of staff
into account
▼ Focus on work
▽ putting much pressure on people to
deliver their work in time
40. Dimension 7 and 8
Leadership
▼ Autocratic
▼ Paternalistic
▼ Consultative
▼ Democratic
Identification with the organisation
▼ Degree of feeling fitting in in the
organisation
43. Golden Rules
▼ Respect, politeness
▼ Mentality, background, development
▼ Give time, opening
▼ Question yourself, never be satisfied about yourself
▼ Transfer of information: form and content, interactive, variation
▼ Language!
▼ Jokes: yes and no
▼ Know your own culture
▼ Sensitivity for status
▼ Collectivism versus own responsibility
▼ Obedience versus initiative
… and ultimately your own list!
45. Culture and Leadership
▼ GLOBE: Global Leadership and Organizational Behavior Effectiveness; builds
(originally) on Hofstede; www.globeproject.com
▼ Studt 2004: country visualisations
▼ CEO study 2014; over 1,000 firms in 24 countries
▽ How does national culture influence the kinds of leadership behaviors expected in a
society?
▽ What CEO behaviors generally lead to success?
▽ What are some distinctions between the high-performing CEOs (i.e., superior), and
underperforming CEOs (i.e., inferior)?
▽ How important is it that CEO leadership behaviors match the leadership
expectations within a society?
47. Finding Behaviour and Success
▼ Six global leadership behaviors
▽ Charismatic leadership behavior most impactful leadership behavior (both TMT
Dedication and Firm Performance); all six of the primary dimensions of Charismatic
leadership are important
▽ CEO Team-Oriented behavior
▽ Humane-Oriented leadership
▽ Participative leadership is moderately related to TMT Dedication but not Firm
Performance
▽ Autonomous and Self-Protective leadership are generally ineffective.
▽ Administrative competence also proved to be quite significant in impacting both
TMT Dedication and Firm Performance
49. Finding Leadership and Society
▼ The “fit” (or match) between the CEOs behavior and the leadership expectations within
a society predicts the level of TMT Dedication and Firm Competitive Performance.
Better fit with expectations gives the CEO better results in terms of the TMT
Dedication and Firm Performance.
▼ In addition, GLOBE findings speak to leadership effectiveness in terms of leaders
matching, failing to match, or exceeding societal expectations. Superior CEOs exceed
their societies’ expectations … also exceed their societies’ expectations regarding
administrative competence
▼ CEOs who lead extremely dedicated TMTs and extremely competitive firms are
substantially more visionary, performance oriented and administratively competent
than expected by their societies.
51. MM - Research
▼ Culture affects everyone (part of culture)
▼ Stereotypes cannot be avoided
▼ Stress commonalities for staff and stakeholders but spot the differences that may
benefit the performance
53. MM – Definitions and Concepts
▼ An understanding of culture
▽ one definition
▽ one concept
▼ Awareness of basic perceptions, stressing communicative moral universalism and
avoiding monism and relativism
▼ Need for cultural competence for everyone (in different degrees)
55. MM – Aspects
▼ Values versus practices (in organisational culture)
▼ Working with or against nature (e.g. pollution, climate change, energy)
▼ Focus on task or person (national and organisational culture)
▼ Degree of showing emotions – business like versus human scale
▼ Degree of following rules and taking circumstances into consideration
▼ Stressing appropriate symbols and heroes
▼ (In)formal power, soft controls, positive management
▼ Functional versus social hierarchy (positions, job titles); egalitarianism
▼ Work-life balance: relates to involvement with company
▼ Change tolerance (in itself and over time)
▼ Gender (role patterns): playing up and suppression
57. MM – Dealing with Differences
▼ Body language: kinesics (greetings, gestures, facial expressions), touching, clothing
and physical appearance
▼ Tone of voice; pitch!
▼ Direct and indirect communication
▼ High and low context
▼ Attitudes
▼ Adaptation
58. MM – People
▼ Organisational culture
▼ Teams
▼ Individual and group (the relation as such)
▼ Identity
60. MM – Impact
▼ Functioning in multicultural society
▼ Globalisation and its impact
▼ Transformation in Central and Eastern Europe
▼ Effects of organisation of society
▼ Time (from appointments to long-term vision)
▼ Media relations
▼ Accommodation of religion; e.g. prayer times, ceremonies, key days
▼ Habits and traditions
▼ Geographical background