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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Leadership Starts With You

Leadership Starts With You | Leadership, Innovation, and Creativity | Scoop.it
Most leadership failure is the result of poor self-leadership. Leading yourself - personal leadership - is the most important tasks of any leader. It’s the most important set of practices a leader can develop.

Via Anne Leong
Ivon Prefontaine's insight:

If we think of each person at least leading themselves, everyone becomes a leader. We begin in relationship with our self and move outward. Leading is about learning and teaching. It is about sensing and living in the world.

 

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Jerry Busone's curator insight, September 23, 2014 8:50 AM

You are the solution... Great read

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Massacre by Micromanaging

Massacre by Micromanaging | Leadership, Innovation, and Creativity | Scoop.it
“The more you use your reins, the less they’ll use their brains” – The Horse Whisperer This is going to be a post about a killer of professional development, micromanagement...
Ivon Prefontaine's insight:

The opening quote from The Horse Whisperer is appropriate. School has a lot of micro-management. I think it is the way we have done things in School for so long we don't know how to break free and allow creativity to emerge.

 

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Food For the Soul, Skills From the Arts, Why Teachers Quit « Dr. Doug Green

Food For the Soul, Skills From the Arts, Why Teachers Quit « Dr. Doug Green | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

The article includes links to other articles. Some of the topics explore why teachers leave the profession, why we should teach music, and supporting new teachers. The first and third might fit together.

 

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Coaching an Employee Who Doesn’t Want Help

Coaching an Employee Who Doesn’t Want Help | Leadership, Innovation, and Creativity | Scoop.it
Even star performers can shy away from advice.

Via donhornsby
Ivon Prefontaine's insight:

My experience with coaching in School was that it was thrust upon us. I also watched these coaches contradict themselves. For example, they would tell us that their work with us was one-on-one and would not be shared with School managers without permission. Yet, they turned around and shared. Trust is at the heart of mentoring and coaching. There is also a flow happening in the form of reciprocity when it is relational.

 

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donhornsby's curator insight, September 22, 2014 9:50 AM

(From the article): It’s easy to assume the resistor is simply irrational or difficult. But “there is typically a logical, perfectly reasonable explanation for how the person is behaving,” says Batista. Perhaps, he doesn’t trust you well enough or feels like you don’t appreciate him. “Often coaching can take on a tone of ‘you’re not good enough,’” Su says. It could also be that the employee hasn’t had a good experience with coaching in the past. “She may be thinking: ‘Why bother? I still didn’t get a promotion after trying last time.’ Or ‘it’s never really stopped me before. I’m going to get promoted anyway,’” says Su. You might also see resistance if the person hasn’t bought into the process: “You have to agree on what the blind spot or development opportunity is,” says Su. Batista suggests you ask yourself: Could my actions be contributing to the problem?

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Shanahan on Literacy: Handwriting in the Time of Common Core

Shanahan on Literacy: Handwriting in the Time of Common Core | Leadership, Innovation, and Creativity | Scoop.it

My father, who had no more than an eighth grade education, wrote in a beautiful Palmer hand. His one-room schoolhouse education did not promise to take him far, but it did allow him to place words on paper in an elegant and readable manner. And, this skill had practical utility beyond its aesthetic beauty, since he worked for many years as a bookkeeper.  But the public value of handwriting has diminished during the ensuing century. In fact, the Common Core State Standards (CCSS) don’t even mention handwriting, cursive, or manuscript printing. Nevertheless, It is evident that the standards writers expect kids to learn some form of these—since the standards explicitly call for students to engage in written composition; and this would be hard to do if one had no way of getting words on paper.


Via Deb Gardner
Ivon Prefontaine's insight:

This is a nice short article with a concise summary at the end. It does not diminish keyboarding and leaves it open that handwriting, in its many forms, is an important skill which enables other skills. It does not mean we won't use digital technologies in writing, but we can include many forms of writing.

 

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Jess Ojeanto's curator insight, September 22, 2014 1:25 PM

agregar su visión ...

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Student Evaluations’ ‘Air of Objectivity’ Provide Institutions with the Comfort of Meaningless Numbers

Student Evaluations’ ‘Air of Objectivity’ Provide Institutions with the Comfort of Meaningless Numbers | Leadership, Innovation, and Creativity | Scoop.it
The evaluations persist, a new paper argues, because they are easy to produce and offer the comfort of a number, but they make no sense statistically.

 

Summary by Academica Top Ten 22 September 2014

Scholars say teaching evaluations mistake "consumer satisfaction" for "product quality"
A new article by researchers at the University of California at Berkeley argues thatteaching evaluations offer little value as measures of teaching quality. Philip B Stark and Richard Freishstat say that traditional, Likert scale-based evaluations offer “an air of objectivity simply because they are numerical,” but too strongly reflect snap judgments and pre-existing biases. Averaging results, they say, is not appropriate in teaching evaluations. Rather, they suggest reporting score distributions and response rates. They also say that evaluations should not ask questions that are too broad or for which students lack the information to respond, such as whether the course was valuable. Stark and Freishstat say it would be more valuable to ask about students’ experiences and enjoyment. The authors propose an alternate system that focuses less on averaged evaluation scores and more on faculty members’ teaching portfolios, syllabi, student comments, and peer evaluation. “If we want to understand what’s going on in the classroom, we actually have to look at it. You can’t subcontract the evaluation of teaching to students,” said Stark. The Chronicle of Higher Education | Full Article


Via iPamba
Ivon Prefontaine's insight:

What is interesting is that students in junior high understand that numbers and averages do not mean much unless context is understood. Likert-like scales are ranges and often we do not answer them honestly.

 

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The next generation of education system [Infographic]

The next generation of education system [Infographic] | Leadership, Innovation, and Creativity | Scoop.it
This info-graphics provides the information about tutoring for high school students and befits and import ants of Online education system.

Via Gust MEES, Suvi Salo
Ivon Prefontaine's insight:

Online learning will be part of School in the future. I see School as more blended perhaps than others. The blending should be focused on personal student needs which can only be met in various ways rather than one monolithic way.

 

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Jess Ojeanto's curator insight, September 22, 2014 1:26 PM

agregar su visión ...

Gary Harwell's curator insight, September 23, 2014 12:36 AM

Where do we fit in?

ManufacturingStories's curator insight, September 23, 2014 11:05 AM

For more resources on STEM Education visit http://bit.ly/1640Tbl

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What Does Collaboration in Education Really Mean? - EdTechReview™ (ETR)

What Does Collaboration in Education Really Mean? - EdTechReview™ (ETR) | Leadership, Innovation, and Creativity | Scoop.it

What does collaboration in education really mean? Recently, while attending a large education conference, I was struck by this comment..


Via EdTechReview (@etr_in), Suvi Salo
Ivon Prefontaine's insight:

Cooperation is a much better word. The etymology of collaboration is rather negative. When we collaborate, it is about selling out on a position.

 

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Lisa Norris's curator insight, September 21, 2014 10:30 AM

True collaboration requires deep discussion so everyone's strengths  can be shared and contribute to a better end  product. It's not quick and simple. 

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The End of Education: Redefining the Value of School by Neil Postman - EbookNetworking.net

The End of Education: Redefining the Value of School by Neil Postman - EbookNetworking.net | Leadership, Innovation, and Creativity | Scoop.it
The End of Education: Redefining the Value of School, a book by Neil Postman (The End of Education: Redefining the Value of School/Neil Postman #books http://t.co/lQOPfOmx07)...

Via ICTPHMS, Mark E. Deschaine, PhD, Alfonso Diestro, juandoming
Ivon Prefontaine's insight:

What is interesting is that Neil Postman felt that the indiscriminate use of digital technologies was a problem. He understood it was necessary to use and implement digital technologies, but not without deep questioning and deep thought.

 

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Bisou Ross's curator insight, September 22, 2014 8:08 AM
Another topic which ought to be thought of
Jess Ojeanto's curator insight, September 22, 2014 1:29 PM

agregar su visión ...

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Sir Ken Robinson – The Education Economy

Sir Ken Robinson – The Education Economy | Leadership, Innovation, and Creativity | Scoop.it
It has often struck me that a conflict of interest exists across education systems, state or private, where the awarding bodies of high stakes examinations are also owned by the very same companies who sell the content, that must be learned, to pass the test.   Such an end to end business model would make…

Via Ana Cristina Pratas
Ivon Prefontaine's insight:

If we think of economy as oikos (household) and ecos (place), it works. If we think of economy in a contemporary, neo-liberal way, we will get more of the same.

 

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Marie Schoeman's curator insight, September 21, 2014 3:57 PM

The “tyranny of testing“. The pre-occupation with high stakes testing at young ages, when kids are in high school or earlier, seems patently detrimental to learning and, of course, teaching, providing a false metric for the success of a school or indeed the nations that depend on them.

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How Looking at Student Work Keeps Teachers and Kids on Track

How Looking at Student Work Keeps Teachers and Kids on Track | Leadership, Innovation, and Creativity | Scoop.it

“Regularly looking at student work throughout the creation process gives teachers insight into how the project is hitting home and gives students important feedback. [[ This is a content summary only.”


Via David McMullen, Suvi Salo
Ivon Prefontaine's insight:

If we think of curricula as matrices rather than fixed based on inputs and outputs, we use student products as living processes as they are being done. They (in)form, (re)form, (trans)form what is being done in the classroom and who each person is becoming.

 

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Personal Ethics and Successful Leadership | Switch and Shift

Personal Ethics and Successful Leadership | Switch and Shift | Leadership, Innovation, and Creativity | Scoop.it
Ethics, as a general understanding, is a set of principles to be followed as an individual. Most of the organizations will have ethics as part of their core

Via Anne Leong
Ivon Prefontaine's insight:

Ethics are not just a set of principles and universals. They are how we behave. If we behave poorly, ethical principles and universals become moralistic posturing and theoretical exercises with little value.

 

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Growth Mindset: A Driving Philosophy, Not Just a Tool

Growth Mindset: A Driving Philosophy, Not Just a Tool | Leadership, Innovation, and Creativity | Scoop.it
It's important to recognize that a growth mindset is an overall paradigm for personal development rather than a pedagogical tool for measuring academic accomplishment.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=mindset

 


Via Gust MEES, Yashy Tohsaku, Dean J. Fusto
Ivon Prefontaine's insight:

Growth mindset should be a philosophy in teaching and learning. Does it replace pedagogy? I don't think so, but I think they work together. Max van Manen's work in the area of thoughtful pedagogy fits well with growth mindset.

 

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Gust MEES's curator insight, September 19, 2014 5:24 PM
It's important to recognize that a growth mindset is an overall paradigm for personal development rather than a pedagogical tool for measuring academic accomplishment.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=mindset


Tony Meehan's curator insight, September 20, 2014 4:57 PM

Working with learners of low SES and whose environment more often than not ensures they have a fixed mindset, it is important that we help them to redefine what success is. Too often it is fixed around being rich, having a big car, house, jewellery etc. These learners then become preoccupied with looking for the short-cut to success, to the riches they believe will make them happy. It doesn't work out like that of course. How then to help the alter their thinking? 


Dweck's work is essential in this. But as this article states it cannot be seen as "a task to complete".  It requires a shift in thinking of all in an organisation, a movement for a whole-school way of thinking, involving also parents or carers.  This article by Costa, Garmston and Zimmerman provides a solid basis for promoting growth mindsets in educators. 

Anna-Liisa Hayward's curator insight, September 25, 2014 3:08 AM

This article is not specifically related to ICT but it makes some points that all teachers need to consider: how to deal with change, how to grow as a professional, how to collaborate. 

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How to Make Kids Listen to Their Minds

How to Make Kids Listen to Their Minds | Leadership, Innovation, and Creativity | Scoop.it
Self-reflection to help enlighten children is being introduced into classrooms worldwide
There are two jobs that have become a lot more difficult in recent years. One is being a teacher, which was never easy at the best of times.

Via Dean J. Fusto
Ivon Prefontaine's insight:

Mindfulness can work for both teachers and students.

 

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I'm Not in Love with the Word Empowerment

I'm Not in Love with the Word Empowerment | Leadership, Innovation, and Creativity | Scoop.it
I’m not.  I cringe when I hear it used lately.  And I say that as someone who used to have it on my resume.  Right up near the top.   Because for me to empower you, especially when I hear the word ...
Ivon Prefontaine's insight:

I am not either. But, I am not in love with thinking School and learning are businesses. Teaching is relational and engages students through inviting them into their learning. When we fall short, we send a new invitation out in new ways.

 

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Don’t let anyone ever tell you that you are not artistic

Don’t let anyone ever tell you that you are not artistic | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

I think about teaching as artistic. It is creative and do not mean we are creating products with the children we teach, but we express ourselves in artistic ways through teaching and learning. Forming identities are part of these processes. It is like being on an eco-tone, like an intertidal zone. The tide sweeps in and out revealing something new in our character.

 

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There's a Better Way to Teach Critical Thinking: 9 Rules of Thumb

There's a Better Way to Teach Critical Thinking: 9 Rules of Thumb | Leadership, Innovation, and Creativity | Scoop.it
Critical thinking is the study of clear and unclear thinking. A simple definition, maybe, but that's how it should be. The term was popularised long ago-

Via Beth Dichter, Saberes Sin Fronteras OVS
Ivon Prefontaine's insight:

I suspect critical thinking predates the Ancient Greeks. Without critical thinking, humans might not have gotten to that point in history. A great take away from the article is the importance of questioning. A second take away, perhaps hidden away, is the importance of questioning what we think critical thinking is and is not and engaging in conversations.

 

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Beth Dichter's curator insight, September 13, 2014 7:00 PM

This post begins with a number of definitions for critical thinking, from the basic (as seen above) to more complex (as seen through the eyes of Common Core). It then goes on to look at:

Where did the concept come from?

The next section, "What does the term really mean?" provides two lists. The first list is "what we know critical thinking isn't. Below are two of the items on this list.

* Simply mimicking others thinking.

* Being biased towords (or against) one way of thinking.

The second list, "what we know critical thinking is."  This list includes:

* Willingness to be wrong.

* Questioning one's own thinking.

The final section provides Three Rules of Thumb - one for Essays, one for Discussions and one for Tests.

Below is one example from each of the Three Rules of Thumb.

* Discuss the phrasing of prompts.

* Highlight the mysterious.

* Include the "how" and "why" in multiple choice questions.

Each section of this post provides additional details.

Kathy Lynch's curator insight, September 14, 2014 1:32 PM

Thx Beth Dichter!

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The Shift of the Role of the Teacher

The Shift of the Role of the Teacher | Leadership, Innovation, and Creativity | Scoop.it

We know today’s students will have to create their jobs, not look for jobs. They will compete with others around the globe. They will have jobs replaced by outsourcing and technology if their skills are easily replicated or duplicated.  To succeed, students will need creativity, communication, critical thinking, collaboration, and entrepreneurship.

 

They will need to be able to adapt to change, be resilient and able to work effectively in a variety of environments.

 

Learn more:

 

http://gustmees.wordpress.com/2013/05/25/so-whats-the-change-for-teachers-in-21st-century-education/

 

 


Via Gust MEES, Kevin Kaatz
Ivon Prefontaine's insight:

Teaching will be an amalgam of a number of roles perhaps unfolding in very unexpected ways. Is it possible that during the course of the day teaching can be each of the roles listed in the graphic?

 

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nihal abitiu's curator insight, September 29, 2014 4:32 AM

The  role of the Teacher

Pamela Perry King's curator insight, September 29, 2014 11:14 AM

What's the change: Excellent Tips!

Ness Crouch's curator insight, April 28, 9:53 PM

There are huge shifts in the role of the teacher these days! A very worthwhile read and great graphic

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Drinkwine at School

Drinkwine at School | Leadership, Innovation, and Creativity | Scoop.it

Via kathy pryor, juandoming
Ivon Prefontaine's insight:

The last paragraph can be taken a couple of ways. First, it could be we think some people are leaders and others are not, therefore the latter group needs the first. A second broader way is we are all leaders in some fashion. A role i.e. being a School manager does not mean we become a leader overnight. Each new role and its leadership needs calls on us to figure out what leading is like in the next moment.

 

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kathy pryor's curator insight, September 22, 2014 11:31 AM

A Principal's reflection:  my first week on the job

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How We Raise Our Children: On "Because" and "In Spite Of"

How We Raise Our Children: On "Because" and "In Spite Of" | Leadership, Innovation, and Creativity | Scoop.it
While I am disheartened by the cultural tolerance of all sorts of violence that remains in the U.S.—and then particularly in my home region, the South—I am deeply puzzled by a distinction between t...
Ivon Prefontaine's insight:

The article points out the challenges placed on adults as they become parents and teachers to separate the culture they were raised in and replace aspects that seem inappropriate. John Dewey's concept of reconstructing works along those lines. We exchange inappropriate pedagogic methods for ones that seem to be more in keeping with humane pedagogy.

 

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How to write effective questions for evaluating deep learning

How to write effective questions for evaluating deep learning | Leadership, Innovation, and Creativity | Scoop.it
"Are my students really learning anything?" When I ask teachers from all corners of the world about what worries them most about their teaching, this is by far the most popular response...they wond...

Via Pilar Moral
Ivon Prefontaine's insight:

The questions should be deep questions rather than just the learning being deep learning. Gadamer called these eloquent questions opening up a space where answers were uncertain and not predictable.

 

 

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Frédéric Falisse's curator insight, September 21, 2014 11:38 PM

Un guide précieux pour des évaluations porteuses de sens pour les élèves et leurs professeurs:

- Evaluer les changements, les évolutions acquis

- Evaluer l'organisation des connaissances

- Evaluer la capacité d'"auto-évaluation"

- Evaluer la sophistication des savoirs

- Evaluer la capacité de transferts des savoirs

Gerry Gillespie's curator insight, September 22, 2014 4:53 AM

Une trés bonne question !

 

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Top 10 Tips To Create a Corporate Learning Community of Practice

Top 10 Tips To Create a Corporate Learning Community of Practice | Leadership, Innovation, and Creativity | Scoop.it
How To Build A Corporate Learning Community Of Practice. Check the Top 10 Tips To Create a Corporate Learning Community of Practice.

Via Ana Cristina Pratas
Ivon Prefontaine's insight:

What is described in this article are teams. That is OK in the right setting and context. Communities form organically. They are quite messy as opposed to teams which have a more rigid, linear structure. It does not mean teams are not messy, but the are different than communities. This applies in School where the more accurate term for professional learning communities would be professional learning teams. Even this falls short of what I experienced in School.

 

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Watch What's Working: Carol Dweck Talks Growth Mindset

Watch What's Working: Carol Dweck Talks Growth Mindset | Leadership, Innovation, and Creativity | Scoop.it
Watch Carol Dweck, Stanford University's growth mindset guru and researcher, talk about the winning combination of having high expectations of students and providing effective support.

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

We do have to be aware of what is working and also consider what is not working in the context of teaching and learning. What is not working is the basis for growth, but it is not a negative. It should inform what we do next.

 

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Frédéric Falisse's curator insight, September 22, 2014 1:59 AM

"votre intelligence est quelque chose qui peut et va se développer, avec les efforts nécessaires, de bonnes stratégies et le support de cette école".

Ce message est capital pour la motivation des étudiants.

Il propose un recadrage à une question méta "comment considérez vous votre intelligence?".

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Keep On Learning

Keep On Learning | Leadership, Innovation, and Creativity | Scoop.it
Knowledge is something that all people should be actively accumulate throughout their lives because it will improve every aspect of your life, from work to your personal life.  TO READ MORE CLICK H...
Ivon Prefontaine's insight:

In some recent reading, the author wrote the word knowledge as know-ledge. The article was in a book called Rethinking Nature. Florence Krall and others use the word ecotone to describe the ledge we are always on in our learning and teaching.

 

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How Philosophy Makes You a Better Leader

How Philosophy Makes You a Better Leader | Leadership, Innovation, and Creativity | Scoop.it

The goal of most executive coaching and leadership development is behavior change—help the individual identify and change the behaviors that are getting in the way of, and reinforce the behaviors associated with, effective leadership.  But what about the beliefs and values that drive behavior? 



Via Kenneth Mikkelsen
Ivon Prefontaine's insight:

Several contemporary educational i.e. Gert Biesta writers express concern about a Platonic approach to education and Socratic circles. Aristotle's work is much more compatible focusing on phronesis. Gadamer felt we needed to rethink the role of praxis which was downplayed in Plato's work. It is the blending of them that makes them function well.

 

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Kenneth Mikkelsen's curator insight, September 19, 2014 3:12 PM

Executive coaching and leadership development programs rarely include much, if anything, about the power of clarifying one’s philosophical world-view. But there is mounting evidence that they should.

Don Cloud's curator insight, September 22, 2014 2:02 PM

So, what is your leadership philosophy? 

 

(if you don't have one, it's time to think about it and make one)