November 9 Class: Futurist Story Telling

Copy of Telling Your Corporate Story on Prezi

From Reflection to Action

This post is from Dr. Lindsey. . .it was originally posted on her blog. . .please read and respond accordingly. jeff
The book that you have read, Culturally Proficient Leadership, was written to provide you a self-directed experience toward cross-cultural leadership development. Self-directed leaders, as we discussed at last session, are efficacious, self-determined, self-monitoring, self-aware, self-assessing, and self-modifying learners. As you are constructing your cultural autobiography, what modifications are emerging for you about the kind of leader you are becoming? What are you learning about self as you assess who you are as a culturally proficient leader? In what ways might you use your knowledge of the 4 Tools for Cultural Proficiency to construct an action plan for culturally proficient practices in your current context? By now you should also be making connections among the work of Pink, Christensen, and Lindsey. In what ways are you connecting your personal insights to Pink's "6 senses" and Christensen's "disruptions"? So, you have much to think about and process as a leader. Use this Blog space to comment and connect to my questions comments and to the comments of your colleagues. It is through this social context/media (Karl Weick called this social construct "sensemaking") that we can make sense of our own stories and journeys.

Your Futurist Scenario continued

What are you learning about your Futurist Scenario? Post an update addressing the following questions on your blog by Nov. 1. 

Step 1: Identify Implications (SWOT: strengths, weaknesses, opportunities, threats analysis).

Step 2: Develop Options (List the things you could do and the things you should do to prepare)

Step 3: Monitor Trends (How do you currently monitor trends? How might you need to adjust your radar?)

Read and respond to 5 of your colleagues' posts before class on Nov. 9. Do not think of your response as an affirmation. Rather, ask questions, look for holes in their thinking, pass along resources that you have been finding for yourself that might help your colleagues. For example, "flip-thinking" has implications for several of your scenarios and is applicable to much of our work. 

David Truss provides links to a flipped classroom Webinar, Daniel Pink's ideas on "flip thinking," and a model for Flipping Professional Development, all of which have implications for our work as leaders.

http://pairadimes.davidtruss.com/

PS....don't forget to review and follow the PLN rubric as you explore and develop your "habit" of being professionally connected.

October 26, 2011 Class Meeting

San Diego County office of Education
Joe Rindone Regional Technology Center
Click on the website below to find directions and a map
http://www.sdcoe.net/technology/jrrtc/

Tonight's Class: Oct 26

Thoughts on 10/26 Speakers Panel and Project

Access to higher education, to technology, to a high quality education is inequitable. What are the inequities in your educational setting? What is one thing you learned from the projects and speakers in class on 10/26 that you can employ to begin to level the playing field? Post immediately when you get home. Ask a question to your colleagues that pushes them to think about the inequities in your workplace. By October 30, read all of your colleagues’ posts. Find the 2-3 posts that have a similar action to that which you said you could take to “level the playing field.” Support and encourage one another to take action. Does this “action” become a part of your Futurist scenario? How is it related? 

Dan Pink on Grades. . .

In this except from a video, Pink discusses the possibility that the original intent of grades. He says, "Grades have morphed from being feedback to the goal itself." Any thoughts on the video?

Dan Pink Interview