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Nicole Martin

The Power of Hidden Teams - 0 views

  • the most powerful factor was simply whether or not respondents reported doing most of their work on a team. Those who did were more than twice as likely to be fully engaged as those who said they did most of their work alone. The local, ground-level experience of work — the people they worked with and their interactions with them — trumped everything else.
  • The team is the reality of your experience at work.
  • The quality of this team experience is the quality of your work experience.
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  • by finally being able to see dynamic, ephemeral, local teams, we would better fight the real war for talent: not just attracting the best people, but getting from them the best that they, uniquely, have to offer.
  • the biggest differentiator between high- and low-performing teams: trust in the team leader.
  • we discovered that strong agreement with two statements from our survey, “At work, I clearly understand what is expected of me” and “I have the chance to use my strengths every day at work,” corresponds with a high level of trust in the team leader. This suggests that despite the fluidity of today’s working world, the best team leaders can help each team member feel both understood and focused. Know me for my best, and then focus my work around that: These are the fundamental needs of every team member, and the foundation of any high-performing team.
  • frequent attention to the work of each team member is what we might call the anchor ritual of team leadership. These organizations have all instituted a simple weekly conversation between team leaders and each of their team members and have been able to measure increases in engagement as a function of the frequency of these check-ins.
  • The fundamental lesson of the research is that work happens on teams, whether they are overlapping, dynamic, spontaneous or designed, long-lived or short-lived. The real world of work is messy. We must push into the richness of real teams doing real work, and we must ask new questions: Do large successful teams have the same habits and rhythms as small successful teams? In how many ways do teams start? Do the best ways for team members to share information vary according to the type of team they’re on? Are some ways demonstrably better than others, in terms of their impact on team engagement? Do virtual teams adopt a cadence different from that of colocated teams?
  • frequency of conversations is critical
  • The research reveals that for people to be engaged, the span of control must allow each team leader to check-in, one on one, with each team member every week of the year. Any relayering, delayering, or org redesign that prevents such frequent attention will ultimately lead to disengagement, burnout, and turnover.
  • to engage your people, you should avoid mandating that they show up at the office every day, and also that all the time you spend helping your remote workers join, get to know the other members of, and feel supported by their teams will pay off in the form of more-engaged workers. Engagement is about who you work with, not where.
  • Employees should have more control over their work and a greater chance to do work they love. They should have the best of both worlds: one predictable, stable role with a “home team” (more often than not, the static team depicted on the org chart) and one “side hustle” — a series of opportunities to join dynamic teams inside the same organization. Their greatest value to any of these teams may well be the particular, wonderful, and weird set of strengths they possess.
  • Thus we should select, train, reward, and promote leaders not on the basis of an abstract list of generic leadership competencies but, rather, on their appetite for team leadership and their demonstrable track record as team leaders.
  • What are your priorities this week, and How can I help?
  • For team leaders, the emphasis needs to shift from the generic to the specific. We need to be clear that the job of a team leader is simply, and challengingly, this: to create, day in and day out, an experience on the team that allows each person to offer his or her unique best, and then to meld those contributions into something no individual could do alone. We need to anchor this job in rituals and measures, all designed to help magnify what the best teams do: the weekly check-in; frequent discussion with each person and with the team as a whole about where people can employ their strengths; and use of the eight items in our methodology to gauge progress, not for the purpose of accountability but, rather, for illumination and course correction.
  • nd here, finally, we see the core purpose of teams: They are the best method we humans have ever devised to make each person’s uniqueness useful. We know that the frequent use of strengths leads to high performance, and we know that strengths vary from person to person. High-functioning teams are essential to a high-functioning organization because they create more opportunities for each person to use his or her strengths by enabling the tasks at hand to be divided according to the strengths on offer. Teams make weirdness useful. They are a mechanism for integrating the needs of the individual and the needs of the organization. If we can get them right, we solve a lot of problems. Ultimately, then, to help our people become fully engaged, we need to help our team leaders see that they are our weirdness orchestrators, our quirk capturers — that theirs is the most important job in our companies, and that only they can do it.
  • The eight statements (taken verbatim from the ADPRI study) capture the emotional and attitudinal precursors to engagement and the productive employee behaviors that flow as a result. I am really enthusiastic about the mission of my company. At work, I clearly understand what is expected of me. In my team, I am surrounded by people who share my values. I have the chance to use my strengths every day at work. My teammates have my back. I know I will be recognized for excellent work. I have great confidence in my company’s future. In my work, I am always challenged to grow.
Nicole Martin

This Neuroscientist Wants to Know Your Brain On Art-and How It Improves Learning | EdSu... - 0 views

  • teach for mastery? And mastery means memory
  • toxic stress
  • one of the most important protective factors for kids is a relationship with a caring adult in a school building.
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  • So how can the arts help to reinforce content, and then how can it help to teach it in the first place? And so we started embedding the arts into every Brain-Targeted Teaching learning unit.
Bo Adams

Meet the school with no classes, no classrooms and no curriculum - 0 views

  • their entire approach is centred around projects. This is a school focused on learning, not teaching.
  • Our teachers work five days, four days with kids, and on the fifth day I don’t allow them to work with kids, they have to observe other teachers and give them feedback.
  • And if they do that enough I say ‘get out of the school’, go to a museum, go to a laboratory, go to a business and tell us what you found there.
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  • Well if you look at the skills employers constantly cry out for: empathy, communication, teamwork, agility, flexibility, and the ability to design and make solutions to multidisciplinary problems
  • chief among their soft skills is a sense of confidence in their abilities to tackle problems and communicate with adults and each other.
Nicole Martin

The Physics of Change - Education Reimagined - Education Reimagined - 0 views

  • institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
  • “Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
    • Nicole Martin
       
      Great book- recommended by Shayna years ago as well.
  • the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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  • Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
  • we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
  • the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
  • earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
  • three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
  • When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
Meghan Cureton

School of the Future: Initiative > Expertise - Basecamp - 0 views

  • Department-based faculty tell kids what they’re supposed to study, then use grades to signal how far they are from “expertise.”
  • That design principle may be great for teachers who return to school year after year (and therefore become more and more “expert”). But what about the students? They graduate into an increasingly VUCA world.
  • But what if departments shifted focus from expertise to initiative?
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  • In an age of accelerations, expertise may still matter, but initiative matters even more. Schools of the Future will design accordingly.
Bo Adams

Four Design Parameters for Rethinking Professional Learning | GOA - 0 views

  • At its best, professional learning can be networked, collaborative, growth-oriented and focused on what learning science tell us about how humans learn best: through relevant, job-embedded, applied, and experiential learning
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