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Saturday, 31 January 2015

Leadership's many guises

Becky Hammon was a US Women's National Basketball Association player, playing with the San Antonio Stars and New York Liberty. Now retired, Becky is now an Assistant Coach for the San Antonio Spurs, becoming the US's first fulltime female coach. 

She says "The biggest thing I love about basketball is something that I still carry with me, since being a child, and it’s just the ability to dream" and much more, in the following clip:



Sam

Reference: Cunningham, Lillian; Orenstein, Jayne; Barss, Kyle & Negron, Julio (22 January 2015). On Leadership: Becky Hammon's path to the NBA. USA: The Washington Post. Retrieved 31 January 2015 from http://www.washingtonpost.com/posttv/national/on-leadership/becky-hammons-path-to-the-nba--on-leadership/2015/01/22/df011e0a-a1bf-11e4-91fc-7dff95a14458_video.html
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Tuesday, 20 January 2015

Online Training: upload to a MOOC backbone!

GeekResource, 2014
Having had a few years experience with online training as an educator, and as a learner, completing several online qualifications, I have been thinking about a current "one best way" for organisations to deliver online training.

I have previously blogged about Udemy - a MOOC and paid course provider. The Udemy structure is fabulous - by far the best I have seen. It is easy to use, and leads the learner seamlessly through the materials. As far as I know, anyone can put up their materials and then either charge or have the materials freely available.

So I am thinking of suggesting to clients needing staff training that they could ask their potential training providers to load their course material onto Udemy. Their staff can then sign up with Udemy to undertake the actual training. My client can then be sure that each learner will get stats on how much of the course they have completed, as will the training provider (which they can pass to my client).

Most online solutions are fairly rubbish, including Moodle, which is the platform I have to use to deliver the courses I which currently teach online. We are locked into Moodle, which - granted - does a lot more than just deliver the training material: it is our learning intranet. My courses are being used as learning exemplars for other staff at my institution, which, because of our platform limitations, is just making the best of a bad job. I would love to use Udemy for my courses, but cannot - yet. I am trying to keep the issue quietly live in our School in the hope of eventually creating learner-focused change.

I have done my best with the limitations of Moodle, but it is not intuitive enough, and it can be 'lonely' for the learner - despite fora and other forced group aspects. Udemy does away with these limitations through extensive use of video and an automatic segue between all course components.

So in my view, Udemy.com has by far the best way of delivering online learning at present.

It will be interesting to see what other providers come up with as this sector grows and develops.
 

Sam
  • Reference: GeekResource (2014). Udemy courses - 100% Discount coupons. Retrieved 20 January 2015 from http://geekresource.blogspot.co.nz/2013/11/udemy-courses-100-discount-coupons.html
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Friday, 9 January 2015

The Fundamental Interconnectedness of All Things

(Grahame, 1931)
If - as a short person - you did a lot of reading, you may be aware of the book, The Wind in the Willows, by Kenneth Grahame.

I read it when I was at primary school, and enjoyed every word. I probably have not read it since - or at least, I don't recall it being a much revisited 'old friend' in my book collection.

However, recently I noted it was listed as an audio book with my council's library service. I downloaded it and have been listening to it this summer.

I have made some wonderful rediscoveries. The author wrote in the most beautifully crafted prose. For example: "On this side of the hills was now the real blank, on the other lay the crowded and coloured panorama that his inner eye was seeing so clearly. What seas lay beyond, green, leaping, and crested! What sunbathed coasts, along which the white villas glittered against the olive woods! What quiet harbours, thronged with gallant shipping bound for purple islands of wine and spice islands set low in languorous waters!" (Grahame, 1908, p. 96).

Not only was Kenneth Grahame a fantastic wordsmith, but he inspired many others. As Douglas Adams puts it - in the first of his Dirk Gently books (1987, p. 144) - "the fundamental interconnectedness of all things", this connectivity shows up many times in The Wind in the Willows. For example, the title of chapter eight, "The Piper at the Gates of Dawn", is the title of the first Pink Floyd album. Toad "overslept" himself before the battle to reclaim Toad Hall, which Agatha Christie recycled in her 1939 book "And Then There Were None".

On reflection, I wonder if my lack of revisiting this book may well have been because The Wind in the Willows was not written as a children's book, and its themes are distinctly adult: wanderlust, sybaritism, law breaking, imprisonment, fads, social responsibility (or lack of it) and much more. On publication, Methuen - the UK publisher - said "Mr Grahame breaks his long silence with The Wind in the Willows, a fantastic and whimsical satire upon life — or allegory of life — the author’s amusing device being to show the reader the real thing as if it were the play of small woodland and riverside creatures" (Duffy, 1989, p. 39).

So if you feel nostalgic and want to revisit a book from your youth, The Wind in the Willows will not disappoint.

Sam

References:
  • Adams, Douglas (1987). Dirk Gently's Holistic Detective Agency. UK: William Heinemann Ltd
  • Christie, Agatha (1939). And Then There Were None (original title: Ten Little Niggers). UK: Collins Crime Club
  • Duffy, Maureen (1989). A Thousand Capricious Chances: A History of the Methuen List 1889–1989. UK: Methuen.
  • Grahame, Kenneth (1931). The Wind in the Willows. UK: Methuen.
  • Grahame, Kenneth (1908). The Wind in the Willows. UK: Methuen.

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Wednesday, 7 January 2015

Facilitative leadership ground rules

Young, 2015, after Schwarz, 2002
In a previous post (Facilitative leadership), I explored Schwarz's facilitative leadership model and its components (2002).

However, Schwarz also outlined nine ground rules to which agreement is necessary before starting to make a facilitative leadership environment work:
  1. "Test assumptions and inferences": using Argyris (2004) five step Ladder of Inference for trying to work out what is really going on in your situation. Ask yourself (a) What should I do? (b) What is making X do this? (c) What does it mean? (d) What data do I include/exclude? (e) Is there other data I should use? to try to work out what unspoken assumptions are
  2. "Share all relevant information": expanding on (d) and (e) above, sharing all [relevant] information allows us to discuss the 'undiscussables' (see point 8). This data allows us to explore the sacred cows that we either can't articulate due to taboos or cultural blindness (such as workforce data of 5% men and 95% women).
  3. "Use specific examples and agree on what important words mean": talk through all the differences, come to a common place of agreement on what everything that is assumed means.
  4. "Explain your reasoning and intent": explain what underlies your own assumptions and ensure that the organisation then ratifies this. Encourage debate.
  5. "Focus on interests, not positions": don't let personalities or personal interests enter at any point. Focus on what is best for the organisation, not individuals or departments. Keep discussion at a high level, and don't get mired in detail.
  6. "Combine advocacy and inquiry": use curiosity, ask difficult questions, be a four year old and ask "why" six times in a row. Use questioning as a method to get to the nub of problems. Be a broker, negotiate, use diplomacy to find a win:win position - or at least a liveable peace.
  7. "Jointly design next steps and ways to test disagreements": Ensure the process to find the solution comes from within the team. Find ways that avoid letting people hold onto sacred cows or personal positions. Consider allocating roles such as giving alienated followers the role of finding the fishhooks (à la De Bono's thinking hats).
  8. "Discuss undiscussable issues": Ensure that no sacred cow is left unmilked (eg, asking "why are we gendered?" based on the data in 2 above).
  9. "Use a decision-making rule that generates the level of commitment needed": have everyone agree on the outcome and build it into organisational rewards. If you can't get agreement, negotiate back, element by element, until everyone can live with the outcome. 
While this is common sense, unless we think through the issues in a deliberate manner, it is easy to miss key aspects of the process.

Once we have these things sorted, we can then move forward with a facilitative leadership style.

Sam 
    References:
    • Argyris, Chris (2004). Reasons and Rationalizations: The Limits to Organizational Knowledge. UK: Oxford University Press
    • De Bono, Edward (1999). Six Thinking Hats. UK: Penguin 
    • Dourado, Phil (2007). The 60 Second Leader: Everything you need to know about leadership, in 60 second bites. UK: Capstone Publishing Ltd
    • Moore, Thomas L. (2004). Facilitative Leadership: One Approach to Empowering Staff and Other Stakeholders. Library Trends, Summer 2004, Volume 53, issue 1 (pp. 230-237)
    • Schwarz, Roger (2002). The Skilled Facilitator: A comprehensive resource for consultants, facilitators, managers, trainers and coaches (revised edition). USA: Jossey-Bass
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Monday, 5 January 2015

Facilitative Leadership

Aschauerte (2011)
Facilitative leadership is a values-based model developed by Roger Schwarz (2002), a trainer and teacher. It is a supportive philosophy suited to mentoring and developing adults. Moore (2004, 231, citing Rees, 1998, p. 18) defines it as involving “followers as much as possible in creating the group’s vision and purpose, carrying out the vision and purpose, and building a productive and cohesive team”.

Schwarz (2002) notes that facilitative leaders can be informal leaders in the group; that position power is not a defining requirement of the style. This is akin to the idea of Acts of Leadership (Dourado, 2007).

Acts of leadership can be taken anywhere, at any time, by any person in an organisation (Dourado, 2007), and that “a vibrant organization is full of acts of leadership” (p. 164). Great results happen when people throughout the organisation act in a 'leaderful' way. We can individually chose to take leadership action, even though we are not the ‘official’ leader.

There are four underpinning values which need to be met for the facilitative leadership style: “valid information, free and informed choice, internal commitment and compassion” (Moore, 2004, p. 230):
  1. “Valid information” is where access to information is open to all participants. In my classes I encourage students to bring alternative views for open-minded discussion
  2. “Free and informed choice” is enabled by access to the best information available, within known constraints. Students are taught to gather evidence to develop sound arguments
  3. “Internal commitment” is the next step; that with the best information, the ‘best’ decisions can be made. As a result, participants commit to the outcome. This is when learning happens.
  4. “Compassion” in this model is open-mindedness, the ability to suspend judgement and listen to ideas. This too is a necessary requirement for learning.

The facilitative leadership style sits well with teaching and learning.


Sam

References:
  • Aschauerte (2011). My Graphic Facilitation Journey. Retrieved 5 January 2015 from https://aschauerte.wordpress.com/?s=facilitative+leadership
  • Dourado, Phil (2007). The 60 Second Leader: Everything you need to know about leadership, in 60 second bites. UK: Capstone Publishing Ltd
  • Moore, Thomas L. (2004). Facilitative Leadership: One Approach to Empowering Staff and Other Stakeholders. Library Trends, Summer 2004, Volume 53, issue 1 (pp. 230-237)
  • Schwarz, Roger (2002). The Skilled Facilitator: A comprehensive resource for consultants, facilitators, managers, trainers and coaches (revised edition). USA: Jossey-Bass



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