When people clarify their purpose, they tend to become more engaged. This means they care more about what they are doing. Engaged people are more willing to experiment, reflect and learn. In doing their work, they grow and improve more than people who are doing the same work because it is their job.
Some people with strong academic credentials have mediocre careers. Some people with weaker academic credentials, find purpose, and begin to create new and unique experiences. Such people may choose to ponder their experiences, and thus learn how to bring about things that seem impossible. They become successful initiators and innovators. They move ahead of people with more impressive academic qualifications.
The conventional lens puts great emphasis on planning and control. For many good reasons, we plan extensively. Yet there is […]
My close friend and colleague, Jane Dutton, loves to talk about the topic of “generative organizing.” She speaks of the moments […]
We visited a class in which students had been learning about positive leadership and organizations. They knew much, for example, […]
The mastery of the generation of high quality learning experiences requires learning to go beyond the role of expert. It requires a higher level of commitment and engagement that takes the teacher or administrator from being an information giver to master facilitator. The ego moves out of the center of the system.
Ryan said that learning is often blocked by the common assumption that a speaker must be the expert who knows all the answers. Under the assumptions of expertise and authority challenge tends to lead to conflict.
When we care passionately about an objective but do not know how to bring it about, we move forward into new territory and we learn as we act.
As I move forward, learning by faith, I feel vulnerable and I pay great attention to the feedback I receive.