The fifth habit of highly successful people suggests to "seek first to understand, then to be understood" (Covey, 1989, p. 235). What a shift in thinking! He goes on to relate how we (mostly) are looking for a reply to what another person is saying that is from our own experience ("I know what you mean ... I did that too ..."). The fifth habit would imply that instead of forming a reply as our number one concern, we should be employing listening skills to understand the other person.

A classmate has posted an interesting article on conflict management and I read through the paper - From Berkeley.

It occurred to me, then to compile a list of resources on conflict management and I will dedicate this blog entry to that.

I was immediately struck by his observation: "there are people who take on the emotional pain of others for the benefit of the whole system" (p. 3). I am in the process of working towards a goal of not taking ownership for the problems of others. This doesn't mean being unsympathetic or not compassionate and understanding; but it does mean that I don't suffer from the problems of others. I am curious as to how this book will address tools and techniques for dealing with toxic emotions. If his premise is correct (and I believe it is so since it seems to be backed by medical evidence) that the human body can become incapable of blocking/dealing with infections/toxic elements when the emotional well-being is at risk, then as members of any system, we must be able to deal with the toxic emotions of others. By dealing, I would suggest that we must learn how not to take it on ourselves and how to help others remove the toxins from their individual systems.

More on this later ....

From RRU: Feb 16/05
The Future Learner
Why Hasn't Technology changed Education

From everybody - Feb 16/05
A Wiki on Systems Theory
More
Systems Primer
More

From John - Feb 15/05
Getting Started with Systems Thinking: Tools for Organizational Change
Systems Thinker

From Lenore - Feb 12/05
Systems Thinking

From John - Feb 12/05
Systems Thinking.org

Luppicini, R. (2000). The Paradox of Constructivist Instruction: A Communicative Constructivist Perspective. Annual Proceedings of Selected Research and Development Papers presented at the National Convention of the Association for Educational Communications and Technology, 23, 298-311.

"Constructivism is not a type of learning, nor is it a teaching methodology" (p. 300). The author thens goes on to confirm my belief that constructivism is a way of thinking that relates to how everyone learns all the time. "individuals constantly construct their learning, whether they are actively pursuring some form of discovery learning or sitting in a classroom taking notes" (p. 300).

The author then presents the paradox, which he describes as the conflict in how instructional content is designed, both for group and individual settings. My own conflict lies in the amount of structure that should (or should not) exist. I am rapidly coming to the conclusion that it really depends on the learning environment itself.

The author presents Communicative Constructivist Perspective (CCP) and expands upon this as it relates to designing education.

"When designing education, it is important to recognize that what constitutes individual learners extends beyond psycho-social processes and our sense of self...educational design requires theoretically grounded proscriptive and prescriptive necessary conditions" (p. 306). He goes on to say that CCP can address the differences in learning styles, self-efficacy, etc.

His key postulates of the CCP perspective include (pp. 306-307):

• Critical Orientation
  • Not all subjectively constructed mearning will be equally accurate and it is an asset to be able to critically evaluate learning constructions.
• Process & Identity Orientation
  • Because this real world is subjectively experienced by each individual within a social realm, there is a dual need to develop one's own learning processes and personal/social identity.
• Multiple Perspectives
  • Many viewpoints or perspectives contribute to a more complete understanding which more closely approaches the truth.
• Communicative Orientations
  • Constructivist learning often involves students, parents, teachers, and all other stakeholders.

More research to come on this ....

Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value
by Bill George
Jossey-Bass © 2003

"Authentic leaders genuinely desire to serve others through their leadership. They are more interested in empowering the people they lead to make a difference than they are in power, money, or prestige for themselves. They are as guided by qualities of the heart, by passion and compassion, as they are by qualities of the mind.

Authentic leaders are not born that way. Many people have natural leadership gifts, but they have to develop them fully to become outstanding leaders. Authentic leaders use their natural abilities, but they also recognize their shortcomings and work hard to overcome them. They lead with purpose, meaning, and values. They build enduring relationships with people. Others follow them because they know where they stand. They are consistent and self-disciplined. When their principles are tested, they refuse to compromise. Authentic leaders are dedicated to developing themselves because they know that becoming a leader takes a lifetime of personal growth."

This has really struck a chord with me - it's not about what I'm not good at - it's about building on where my strengths lie. What's the point in trying to transform myself into someone who is unnatural? That's not to say that I should be blissfully unaware of my shortcomings - I will always have to work at reducing their influence. I love the line - "becoming a leader takes a lifetime of personal growth."

I am really enjoying this process. Self-discovery doesn't have to be a bad thing. I am enjoying finding out how some of my positive traits can be employed towards effective leadership. I am also learning not to run myself down simply because some of my traits are limiting - I will simply continue on my "lifetime of personal growth".

Active Learning
Active Learning means that students are processing information and using knowledge. "Examples are decision making, inquiry, investigation, problem solving, compare/contrast, and more." (p. 63).

Cognitive Development
This is learning through memory, your senses and your memory.

Constructivism
Learners construct meaning through "exploration, reasoning and discussion." (p. 65).

Declarative Knowledge
The "what" of learning. It "includes steps, facts, concepts, understandings, and generalizations." (p. 65). Students will be able to give examples and tell the differences and similarities between things.

Heuristics
Generalized rules as opposed to rigid rules and steps for "implementing processes such as decision making, experimental inquiry, problem solving, investigation, reading, speaking and listening." (p. 68)

Metacognition
Thinking about thinking. Reflections and journaling would fit into megacognition. Questions like: What have you learned? So what does it have to do with you? Now what is a way that you can use this information?

The first line in the article is: "The path to positive outcomes can be counterintuitive." Followed by: "Leaders often help create the consequences they try to avoid."

Essentially, the author has created a quiz which includes questions like "what would you do if ...". I took the quiz and failed on every count. The author goes on to explain what happens if you select any of the other answers and it makes sense to me now that I could possible be aggravating a situation by trying to be too caring and protecting.

For example - In a situation where I would have to give negative feedback to someone, I chose to ask the person how they think they are doing. Apparently, this could create defensiveness, concern and embarrassment. The author suggests that "people don't need to be protected from negative feedback". By providing information to them, the chances of reaching an common understanding are far greater.

She describes how leaders must facilitate change in order to transform faculty "into "technology-savvy" 21st century instructors".(p. 339).

She goes on to say:

First, these leaders need to seek to understand faculty unease by listening to them. Paulson (1998) suggests that leading others in a changing world requires skills of cultivating the "listening edge" by absorbing the feelings being expressed and coming to understand the issues. ... If their colleges are going to successfully adapt to the new technology and use of modalities of distance learning effectively, community college leaders must incorporate effective change leadership strategies, listen, and invest in the success of their faculty colleagues.

From Jim Kouzes & Barry Posner (1995), The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations.
Challenging the Process
1. Search out challenging opportunities to change, grow, innovate, and improve.
2. Experiment, take risks and learn from the accompanying mistakes.

Inspiring a Shared Vision
3. Envision an uplifting and enabling future.
4. Enlist others in a common vision by appealing to their values, interests, hopes, and dreams

Enabling Others To Act
5. Foster collaboration by promoting cooperative goals and building trust.
6. Strengthen people by giving power away, providing choice, developing competence, assigning critical tasks, and offering visible support.

Modeling the Way
7. Set the example by behaving in ways that are consistent with shared values.
8. Achieve small wins that promote consistent progress and build commitment.

Encouraging the Heart
9. Recognize individual contributions to the success of every project.
10. Celebrate team accomplishments regularly.

I've been searching for leadership quotes that will help form my vision for personal leadership. One quote (by James O'Toole writing in the foreward of Max DePree's book "Leadership is an Art") struck me as particularly significant:
'liberating people to do what is required of them in the most effective and humane way possible'
He goes on to say that the leader is a 'servant' of those he/she leads. What a tremendous way of looking at leadership - as a servant of others.

On a website dedicated to Leadership Quotes, I found another reference to this:
John Maxwell
The first step to leadership is servanthood.

Attempt at a leadership quote:
To be able to provide guidance and vision to those that follow, the leader must demonstrate integrity, understanding and loyalty while encouraging others to develop and grow. A good leader must be able to stand alone when taking responsibility for errors in judgement and stand as a team when celebrating successes.

It was interesting to hear some research about EI as it relates to post secondary education since I've been reading about it's effect on leadership qualities.

Competencies:

4.8 Evaluate and enhance own leadership style as it applies to DL environments.

4.9 Apply systems thinking to problem solving and managing change in DL learning environments.

Additional Competencies:

1.4 Develop and support a learning community.

4.5 Manage change in a learning technology environment.

4.7 Apply leadership concepts and theories to DL contexts

Feb 2/05 - From Dave M:
Transformational Leadership

Feb 1/05 - Appreciative Inquiry:
Appreciative Inquiry Org
Links for Appreciative Inquiry
What is Appreciative Inquiry
Appreciative Inquiry

From John:
Preparing a Learning Plan

From Jamie:
Overview of Systems Thinking
Systems Thinking

From George:
Blogging Part 1
Blogging Part 2
The Art of Blogging
Educause Article on Blogging

Stephen Downes:
His web site

Wikis:
Educause Article on Wikis
Wikipedia
Infoworld Article on Wikis

From Rae:
Netform