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Matt LeClair

The Immunity to Change™ Personal Development Process | Developmental Observer - 0 views

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    Changing one's behavior is one thing; it's keeping it changed that's often the real challenge, particularly when it's something we "know" we have to do. Using principles of Constructive-Developmental Theory, Robert Kegan and Lisa Lahey developed a personal development process that allows individuals and teams to overcome their "immunities to change" and achieve the personal goals that are most important to them. The heart of this immunity to change™ process is constructing a four-column "change map" that not only outlines your personal development goal but also reveals the hidden commitments that have been getting in the way of you achieving your goal.
Matt LeClair

How Full Is Your Bucket? Resources - 0 views

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    " The key to great bucket filling is individualization. Each person has unique preferences for receiving recognition and praise. For bucket filling to be meaningful to the recipient, it must be personalized and specific to what that person needs. Use the Gallup Recognition Interview to find out what fills the buckets of your friends, family members, and colleagues. (PDF)Gallup Recognition Interview Every time you fill a bucket, you're setting something in motion. How much bucket filling do you do compared to others? Do you have low impact, some impact, or high impact on your environment? Consider printing the Positive Impact Test statements, and use them as your guide for improvement. (PDF)Positive Impact Test statements Think about your most recent interactions. Were they more positive or more negative? Did you give someone a compliment, or did you choose to make a negative comment instead? Once you become aware of your positive-to-negative interaction ratio, you can consciously begin to reduce and eliminate bucket dipping from your life. Keep track with the Interaction Scorecard. (PDF)Interaction Scorecard How Full Is Your Bucket? > Purchase How Full Is Your Bucket? How Full Is Your Bucket? For Kids New from Tom Rath and Mary Reckmeyer "
Matt LeClair

Gallup_Building a Team With Talent - 0 views

  • Team members who understand one another's abilities not only trust one another, they can easily distinguish the areas in which their time and talents are most effectively applied from those better left in the hands of teammates. It's easy to see how this improves the team's efficiency.
  • we described how the dialogue between individuals with different dominant strengths improves the quality of the decision-making process
  • A good manager will take the time to deconstruct the daily operation of his or her team, identifying where it bogs down and where it over-accelerates.
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  • Those insights can then be used as a basis for dialogue within the team, allowing each member to better understand his or her ideal role relative to the other team members
  • ensure that the team operates as more than the sum of its parts
  • best strategies for building a highly effective, strengths-based team?
  • With your group, determine what "team" means to each of you.
  • Do they share a common goal? A common set of measures that determine success? Are collective achievements possible -- or is this really an assortment of individuals working independently with separate measurement and goals?
  • Even when individuals do much of the team's work independently, team members can still share in the responsibilities associated with building a great place to work. Think about using the Gallup Q12 items as a common focus for better partnership and teaming.
  • f the group is working with common measurements and a shared goal, however, investing some time and thought in strengths-based team building will pay off.
  • A shared goal must be shared in both vision and execution.
  • diversity or similarity of the descriptions. How are your viewpoints alike? In what ways do you see different aspects or issues in the challenge or opportunity?
  • You might start by listing the common functions you feel your team must allocate in order to operate smoothly.
  • Ask team members to consciously consider: "Who am I, and what do I contribute?"
  • t the ideal role is unique for each.
  • Once you've allocated functions, ask the person whose name is next to each individual function to "own" that aspect of the team's operation.
  • ber that consistency and practice are the keys.
  • Make this a regular part of your team's work -- to consider not only the issues, problems or challenges, but also the ways you work together in solving or achieving them.
  • Now that you have the functions or process, consider each person'
  • Ask each person to share two of his strengths, and identify two areas within the process that are a "best fit" for him
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    strengthfinder
Matt LeClair

Personality Tests - 0 views

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    "outofservice.com Personality Tests"
Matt LeClair

Luminosity - Build your Personalized Training Program - 0 views

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    personalized brain games
Michelle Green

Center For Collaborative Action - developing the literature review - 0 views

  • The Purpose of a Literature Review is to do one or more of the following.. Ground your problem in the content of those who have struggled with the problem or issue in the past. Describe how your approach will be similar or different from what what has been tried in similar settings in the past. Suggest new ways of a solving a problem by combining or contrasting past approaches. Describe a conflict that you are going to explore by trying one or more strategies. Establish the need for your research.
  • You are welcome to use this form and the spreadsheet as a template and modify it for your own purposes.
    • Michelle Green
       
      from Margaret
  • Don't be worried if you find someone has already done your study. This is a valuable resource. It will give you clues as to what you might or might not find. It is very useful--your study will be different, because you are in a different setting, so don't worry. Replication is an important part of science.
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  • WHEN TO PARAPHASE AND WHEN TO QUOTE.... When should you use a quote and how should you reference the work of others? You use a direct quote ONLY for one of these three reasons... ARTFUL WORDS The text is so wonderfully written that no matter how hard you try to put it in your own words something critical is lost. You cannot paraphrase it. Use the quote and be sure to include the author, publication date and page number.FROM THE EXPERT -The importance is not the words but the fact that a certain person said them. For example, a politician might make a statement that has meaning because of WHO said it. The words might be less then poetic but the reason for the quote is to ties the words to the author. Again you need to indicate the source and if it is cited in an article from another source the correct way to list it is. (Bush, 2004 cited in Steward, 2004, p35). CONCEPTS AS PROPERTY The quote contains a phase or concept that you want to tie to a person. For example "communities of practices" (Lave and Wenger, 1991) But beware of writing in the words of others because you are afraid to interpret a the text. This is a common mistake in graduate student writing. You have a right to make sense of the writing. And with a citation you can paraphrase the results of the study using some of the words that are in the study. Don't be afraid to put it in your own words. Now there are a number of ways to cite the person --Suppose you want to quote Riel for the phrase/idea --"Technology is shared minds made visible"...here are four different ways of doing this.
Matt LeClair

Free CSS templates - Download Free CSS Templates - 0 views

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    CSS Templates Welcome to Free CSS Templates Website! Find here a never before seen collection of free CSS Templates, one of the biggest in the entire web! All these CSS templates are: 1. Table free in its design (no tables have been used for layout purposes). 2. The templates are light weight, so that it won't take too long to load. 3. W3C Standard compliant. 4. Comes with public domain photos, provided by Wikimedia Commons and PDPhoto.org. 5. And comes FREE under the Creative Commons Attribution 2.5 license. Users are free to use any of these CSS templates for commercial or personal use without having to make any payments, provided they follow the license terms and agree to link back to this website in some feasible way. The Free CSS Templates site is updated quite frequently, and hence all are requested to check back to find some new CSS templates all the time. Cheers
Matt LeClair

The World Cafe - 0 views

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    "Using seven design principles and a simple method, the World Café is a powerful social technology for engaging people in conversations that matter, offering an effective antidote to the fast-paced fragmentation and lack of connection in today's world. Based on the understanding that conversation is the core process that drives personal, business, and organizational life, the World Café is more than a method, a process, or technique - it's a way of thinking and being together sourced in a philosophy of conversational leadership."
Matt LeClair

Personality Test - Keirsey Temperament Website - 0 views

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    like whole brain assessment
Matt LeClair

Edutopia Quiz: What's Your Emotional Intelligence? | Edutopia - 0 views

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    " 13Share on email Edutopia Quiz: What's Your Emotional Intelligence? Emotional intelligence -- the ability to empathize, persevere, control impulses, communicate clearly, solve problems, and work with others -- can be a critical skill for teachers. This quiz should help you learn more about how you manage emotions. It takes less than five minutes to complete and provides personalized tips for how to improve the way you manage your classroom and interact with your students. Think about the last week as you answer the following questions. How often have you engaged in the behavior or activity described while at school?"
Matt LeClair

Mapping Learning and the Growth of Knowledge in a Knowledge Building Community - 0 views

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    Bereiter and Scardamalia (1996) argue that there is a difference between learning and knowledge building. Learning is activity directed towards improving personal knowledge. Knowledge building is trying to improve knowledge itself by considering ideas in regard to their strengths, weaknesses, applications, limitations, and potential for further development. Both learning and knowledge building are needed in schools. This paper traces the development of both in a Grade 5/6 classroom studying physical science. Knowledge transforming discourse is central to knowledge building because it is the means through which knowledge is formed, criticized, and amended (Scardamalia, Bereiter & Lamon, 1994). In this knowledge building classroom, the capacity for transformative discourse was afforded by Knowledge Forum® and classroom processes. Our paper deals with how this class engaged in the process of articulating and changing their learning goals as they reflected on and evaluated their class' knowledge building progress. Our sources of data come from discourse in the Knowledge Forum® database and videotapes of classroom discussion. A second set of analyses designed to capture students' activity in the database used data from the Analytic Toolkit, a suite of tools designed to track each student's use of Knowledge Forum. A third set of measures came from a pretest and post-test of students' knowledge of physical science. Our results showed that students who engaged in knowledge building discourse around central features of physical science also improved their learning.
Matt LeClair

Expectancy Theory - 0 views

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    Wiki - Expectancy Theory proposes that a person will decide to behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be.[1] In essence, the motivation of the behavior selection is determined by the desirability of the outcome. However, at the core of the theory is the cognitive process of how an individual processes the different motivational elements. This is done before making the ultimate choice. The outcome is not the sole determining factor in making the decision of how to behave.
Matt LeClair

World Without Walls: Learning Well with Others: How to teach when learning is everywhere. - 0 views

  • Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant.
  • Experts are at our fingertips,
  • Content and information are everywhere, not just in textbooks.
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  • And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it.
  • Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
  • It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • Inherent in the collaborative process is a new way of thinking about teaching and learning
  • As connectors, we provide the chance for kids to get better at learning from one another.
  • In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits.
  • That means that as teachers, we must begin to model our own editorial skills
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies.
  • they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "Knowingly sharing your work with others is the simplest way to take advantage of the new social tools."
  • Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators?
  • What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape.
  • And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
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    World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e
Matt LeClair

iSeek Carreers - 0 views

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    Assess yourself, wages/outcomes, eduation/trainging and more
Matt LeClair

StrengthsFinder: The T+S+K Formula | Career Horizons: The Blog! - 0 views

  • What the StrengthsFinder test instead purports to reveal are not your strengths, per se, but the dominant underlying talents that play a key role — along with the ingredients of skills and knowledge — in forming your core personal and professional strengths.
  • Strengths are what companies are looking for in professional-level candidates.  Not just Talent.  Not just Skills.  Not just a college degree or a smattering of relevant Knowledge.  Strengths are the things that actually produce profitable results and get things accomplished for the company, which is why employers are being so annoyingly picky and subjecting job applicants to so many levels of scrutiny these days
Matt LeClair

QUALITATIVE FORMS OF ART EDUCATION RESEARCH - 0 views

  • Ethnography is an inquiry process carried out by a person from a point of view based on experience and knowledge of prior research. Anthropologists try to understand the significance or meaning of an experience from the participants' views. Some researchers also use the term ethnography to refer to all techniques used in fieldwork, not a single method; for example Stuhr (1986).
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
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  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
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    "The purpose of this chapter is to 1) discuss the nature of qualitative inquiry, 2) explore different kinds of qualitative inquiry, 3) explain the role of interpretation, 4) present various participant observation stances, 5) offer ways of gaining access and achieving reciprocity, 6) review stages of qualitative research, 7) suggest practical procedures related to research methods as well as research writing, 8) present sociocultural problems, and 9) give future alternatives for qualitative research. Specifically, stages of qualitative research to be described are data collection, content analysis, and comparative analysis. Practical suggestions for analysis will include such examples as computer programming, icon and color coding of concepts, focus groups and key informants, and spread sheets for comparative and cross-site analysis"
Matt LeClair

Maslows Hierarchy and Employee Engagement - 0 views

  • How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
  • Biological and Physiological Needs: These are basic human needs including food, water and shelter. Organisations can buy them lunch, offer gift cards and give time off for necessary day-to-day tasks. It not only makes their life easier but also gives them a chance to retain with the organisation. Safety Needs: Safety needs include good shelter, protection, safety, security, law and order and stability. Once human beings have enough for food, water and shelter, they want to live a comfortable and safe life. Again the mantra of keeping them with the organisation is to pay. Pay for food and loan them an amount to build their own home or buy a vehicle. Organisations can also support their children education. Belonging Needs: It is a basic human need that they always want to be associated with something. They want to belong and to be belonged. The managers can establish friendly relationships with their subordinates so that they feel that they are an important asset of the organisation and they add value to it. Including them in decision making process or any other sensitive issue springing up within the workplace is a good idea. Also involve them in improvement teams where they really can contribute something substantial. Self Esteem: According to Maslow’s Hierarchy model, the fourth stage of one’s life is to attain a status in the society as well as in professional life. Besides this, a sense of achievement and recognition of their efforts play a vital role. Organisations which are successful in recognising the efforts of employees and reward them for their performance and contribution are able to retain their talent. Issuing newsletters recognising their contribution or giving a think you card or awarding them with a trophy can serve the purpose. Self Actualisation: It is the last stage in the Maslow’s Hierarchy model that is about growth and fulfilment in personal and professional life. By this time, individuals are well settled in life and are able to contribute through their work experiences. It is the time when organisations can make them feel empowered by giving them leadership authority, autonomy to take decisions and training opportunities. Employee engagement is a science as well as an art. It takes into account all tangible and intangible factors related to human life directly or indirectly.
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    How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
Matt LeClair

Download free ebooks at bookboon.com - 0 views

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    TONS of free ebooks on a large variety of topics !! WOW !!!!
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