Collaborative leadership is a management practice which is focused on the leadership skills across functional and organizational boundaries. The term started to appear in the mid-1990s in response to the twin trends of the growth in strategic alliances between private corporations and the formation of long term public private partnership contracts to rebuild public infrastructure.
Many of us are aware that we live within an interconnected world, enabled by technology, yet how many of us realize the deep implications and enact the possibilities and opportunities this connectedness allows us?
Minneapolis, MN (PRWEB) July 10, 2014 -- Congressional Briefing convened by the Children & Nature Network's Natural Leaders highlights the role of Latino Youth in the Outdoor Recreation and Conservation Movements during Great Outdoors America Week.
What Induction Coaches Do by Dawn Casey-Rowe, Social Studies Teacher and Learnist Evangelist New teachers face many challenges. They are entering the field at one of the most demanding times ever, and turnover is high....
Social technologies with their inherent democratic, anti-hierarchical quality easily transcend internal and external boundaries, suddenly creating a powerful thrust for horizontal collaboration and participation. They give each and every member of an organization a creative voice and enable real-time virtual connectivity in a way we have never seen before. This makes them a great catalyst for the organizational principles that are required by the new leadership context of the 21st century.
...These principles guided our design and facilitation of the program as it emerged, and we offered them to and co-evolved them with the cohort as they considered how to bring them to their own leadership in their organizations, communities, and beyond. Here is a condensed version of the latest iteration of the principles:.
Look for what is beyond the immediate sight lines and intersections – Part of the power of networks is emergence; expect and delight in the unexpected that comes from the meeting of different minds and perspectives.Design for serendipity - Don’t try to control and account for all outcomes. First of all, it’s impossible. Secondly, as Andrew Goldsworthy once said, “Too much control can kill a work.”Periphery, not (just) center – Network action is not simply about what is happening “in the room” but what transpires “after the meeting,” not what goes on at a “steering group” level, but what happens in two-sies and three-sies that form/partner/innovate “out there.”Process sometimes counts as action – Creating stronger connections and building alignment among network members/participants can be significant progress.We move at the speed of trust – Make time and space for trust to be built.Contribution before credential – Contributions are what count, and can come from anyone.Feed the network through questions so that it has a life of its own – Using inquiry can help to unlock network potential in the pursuit of unique and context-specific answers.
"Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:
Teaching students that their ability to learn is mutableTeaching planning and goal-settingGiving students ample opportunities to practice monitoring their learning and adapting as necessary"