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Ulearn2011 brain
- 2. Integrating new technologies to empower learning and transform leadership Leadership: Why the Brain Matters
- 9. The balcony and the dance floor
- 18. Certainty
- 25. Autonomy
- 28. Ownership… Increases Decreases ZONE OF INDIFFERENCE Use of authority by the leader Area of freedom for staff Low involvement High involvement Participation Decide & Announce Gather input from individuals & decide Gather input from team & decide Consensus Delegate decision with criteria Colleague’s job efficiency level Q4 -You decide - call me if you need assistance Q3 We’ll discuss & we’ll decide Q2 We’ll discuss & I’ll decide Q1 I’ll decide … and delegation Consider career stages (Huberman), thinking preferences(Herrmann) and the unique circumstances surrounding the individual’s needs at the time. www.thinkbeyond.co.nz Cheryl Doig 2008
- 29. Reasons for not delegating
- 32. Relatedness
- 39. Fairness
Notas do Editor
- Breakout 2 / Presenters: Cheryl Doig / Strand: Leaders / Theme: Inspired leadership and managing change / Target Level: This spotlight explores links between neuroscience, leadership and change management. It will focus on: -the connection between the brain, mind, environment and behaviour; -the influence of threats and rewards on our reactions to change; -practical strategies for planning professional learning and change processes with the brain in mind. Warning: Cheryl's presentations are not a place to sit and take notes. They provide an opportunity to collaborate with others, challenge thinking and create new learning.
- The mind is the manifestations of thought, perception, emotion, determination, memory and imagination that takes place within the brain.
- David Langford activity to emphasise pathways created
- The brain looks for connections and links between different pieces of information. It tries to bring order to chaos. The more hardwired our pathways are for repetitive tasks the more we have freed up working memory for higher level tasks. When we are told what we should do unless it fits in exactly with our existing wiring we still need to expend the energy to create our own maps. Creating a new map chews up resources. Our brain needs to compare, associate and match new ideas with existing maps. Because it takes energy it is harder.
- Model aims to minimise threats and strengthen rewards. Rather than try to suppress emotions SCARF allows for labelling and reappraisal – has great impact on stress response. Allows you to think about why you are responding that way. Aim is for people to be in an approach state so they will learn/change
- Sustaining Change - Balancing the Balcony and the Dance Floor Dr Cheryl Doig From the balcony you can see the big picture. You can see the shape and size of the dance floor. You can see the couples take the floor and how they interact with each other and with the audience. Do they concentrate on there dance - follow the rules, add their own flourishes, work in harmony? Do you sense tension, the lack of cohesion? Do they work together in their partnership but bump into all the other couples, unaware of their effect.Or worse - do they deliberately trip over others in order to make themselves look better ? Youcan see the expression on the judges’ face and
- Affects health and longevity. What is it – relative importance, pecking order or seniority. Can occur when someone tells you what to do, suggesting you are ineffective. People go into defence mode. “ In most people, the question ‘can I offer you some feedback’ generates the same impact as fast footsteps behind you at night.” P5 Neurolinguistic Journal. So can performancereviews…and you hope they will make change!! Reduction in status through being left out lights up the same parts of the brain as does physical pain.
- So can performance reviews…and you hope they will make change!!
- http://www.adaptiveschools.com/inventories.htm
- The brain looks for patterns and tries to predict the near future. When you do things they draw from memory and don’t pay attention unless it feels different. Without prediction the brain would have to work harder (pre-frontal cortex). A small amount of uncertainty generates an error response in the orbital frontal cortex. Occurs when someone doesn’t tell you the truth or what they are saying and how they are acting doesn’t match. It is difficult to work on other things until the issue is resolved
- The brain looks for patterns and tries to predict the near future. When you do things they draw from memory and don’t pay attention unless it feels different. Without prediction the brain would have to work harder (pre-frontal cortex). A small amount of uncertainty generates an error response in the orbital frontal cortex. Occurs when someone doesn’t tell you the truth or what they are saying and how they are acting doesn’t match. It is difficult to work on other things until the issue is resolved
- Examples:
- When you perceive that you have control over your environment. That you have choices. If you are under stress but think you can escape from it it doesn’t have such a detrimental effect.
- When you perceive that you have control over your environment. That you have choices. If you are under stress but think you can escape from it it doesn’t have such a detrimental effect.
- Whether people are in or out of the social group, friend or foe. Tribes, a sense of belonging. Decision of friend or foe happens quickly in brain. If competitor less empathy. Safe human contact is a prmary driver. Alcohol reduces the threat. Relatedness is closely linked to trust.
- Whether people are in or out of the social group, friend or foe. Tribes, a sense of belonging. Decision of friend or foe happens quickly in brain. If competitor less empathy. Safe human contact is a primary driver. Alcohol reduces the threat. Relatedness is closely linked to trust.
- Give one, get one
- Use learning talk book as an example