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Briefing Doc : Le leadership en question dans le système éducatif français Ce document synthétise les idées principales issues d'une série de cinq podcasts produits par l'Institut des hautes études de l'éducation et de la formation (IH2EF), explorant la notion de leadership dans le contexte éducatif français, et notamment celui du chef d'établissement.
Thèmes principaux:
Définition et histoire du leadership: Le leadership se définit comme la capacité d'une personne à influencer un groupe pour atteindre un objectif commun. Son application au domaine de l'éducation est relativement récente et a évolué avec le temps, passant d'une approche centrée sur les traits innés du leader à des modèles plus collectifs et distribués.
Leadership et institution scolaire française: Le terme "leadership" est absent des textes officiels définissant les missions des chefs d'établissement en France, qui privilégient des termes comme "diriger" et "piloter." Cette situation contraste avec d'autres cultures éducatives où le leadership est une compétence clairement identifiée et valorisée.
Les épreuves du leadership: L'exercice du leadership en milieu scolaire est confronté à plusieurs défis : la distance avec la pratique enseignante, la gestion du temps, la création d'un climat de confiance, le développement d'une expertise pédagogique et la gestion de l'autorité bicéphale (chef d'établissement et adjoint).
Le leadership bienveillant: Ce modèle de leadership se caractérise par une posture d'écoute, d'empathie et de respect envers les membres de la communauté éducative. Il favorise un climat de travail positif et bienveillant, propice à la réussite de tous.
Le leadership pédagogique: Il renvoie à la capacité du chef d'établissement à influencer les pratiques pédagogiques au sein de son école et à mettre en œuvre les directives nationales. L'exercice du leadership pédagogique peut être source de dilemmes professionnels et de conflits de valeurs, notamment face à certaines injonctions institutionnelles. Le leadership comme affaire collective: Loin d'être l'apanage d'une seule personne, le leadership s'envisage aujourd'hui comme un processus distribué, impliquant l'ensemble des acteurs de la communauté éducative (chefs d'établissement, adjoints, enseignants, parents, etc.).
Idées et faits importants:
L'importance du collectif: Le collectif est présenté comme un facteur essentiel du bien-être au travail, du sentiment d'efficacité personnelle et de la réussite des élèves. Le leadership partagé et distribué: Ces modèles encouragent la collaboration, la délégation de responsabilités et la valorisation des initiatives individuelles au sein d'une équipe.
La nécessité de former au leadership: Le développement de compétences en leadership, notamment chez les chefs d'établissement, est crucial pour faire face aux défis actuels du système éducatif.
L'activité empêchée: Ce concept met en lumière les freins et les résistances qui empêchent les chefs d'établissement de réaliser pleinement leur travail et d'exercer leur leadership pédagogique.
L'influence du contexte québécois: L'analyse du système éducatif québécois, notamment l'accent mis sur les communautés d'apprentissage professionnel (CAP) et la loi 40, offre des pistes de réflexion et d'action pour le contexte français.
Citations:
"Le leadership n'est pas un concept attendu officiellement des chefs d'établissement par l'institution." - Bertrand Séché "Le leadership bienveillant ne s'appuie pas seulement sur ce que le leader fait, mais aussi et surtout sur la manière dont il le fait et pourquoi il le fait." - Gwenola Retto "L'une des épreuves des chefs d'établissement d'aujourd'hui c'est effectivement d'être maître des horloges en ne laissant pas l'accélération de nos sociétés devenir une blessure du sens de l'action quotidienne." - Bertrand Séché "Chaque chef d'établissement apporte sa propre couleur, sa personnalité et sa recette magique. Mais avec le temps, il explore et adopte d'autres approches et méthodes pour garantir l'efficacité de leur leadership." - Roula Hachiti "Vygotsky disait, c'est à plusieurs qu'on a le front tout seul." - Bertrand Séché "Le leadership distribué ne doit pas être un prétexte, une consultation ou un faux semblant de pouvoir." - Élodie Murier
Conclusion:
Ces podcasts offrent une analyse riche et nuancée du leadership en éducation. Ils mettent en évidence la nécessité de repenser les modèles traditionnels de leadership et de développer une approche plus collective, distribuée et bienveillante, afin de répondre aux enjeux contemporains du système éducatif français.
Chronologie des événements
Ce document présente une chronologie basée sur les extraits de podcasts fournis, qui se concentrent sur le concept de leadership en éducation. Il ne s'agit donc pas d'une chronologie d'événements historiques précis, mais plutôt d'une chronologie de l'évolution des idées et des pratiques en matière de leadership.
XIXe siècle
Émergence des premières recherches sur le leadership, centrées sur les "grands hommes" qui ont marqué l'histoire. C'est la théorie des grands hommes, qui conçoit le leadership comme un ensemble de caractéristiques innées propres à quelques individus exceptionnels. Début du XXe siècle:
Poursuite des recherches sur les caractéristiques individuelles des leaders, donnant naissance à la théorie des traits de personnalité. Cette théorie cherche à identifier les traits spécifiques qui distinguent les leaders des autres.
Milieu du XXe siècle
Remise en question de la théorie des traits et apparition de l'approche comportementale. Les chercheurs s'intéressent davantage à la manière d'agir des leaders et cherchent à modéliser différents types de leadership en fonction des comportements observés.
Années 1960-1980
Développement de l'approche situationnelle, qui souligne l'importance du contexte dans lequel s'exerce le leadership. Le modèle d'Hersey et Blanchard, qui propose différents styles de leadership en fonction de la maturité des subordonnés, connaît un grand succès.
**Années 1980-2000: ** Émergence de nouvelles approches, comme le leadership transformationnel et le leadership transactionnel. Le leadership transformationnel met l'accent sur la capacité du leader à inspirer et à motiver ses équipes, tandis que le leadership transactionnel se focalise sur l'échange de récompenses contre des performances.
Années 2000:
Développement de modèles plus collectifs et sociaux, comme le leadership partagé, le leadership distribué et le leadership for learning. Ces approches considèrent le leadership comme un processus interactionnel entre les différents acteurs d'une organisation, chacun étant susceptible d'exercer une influence à un moment donné. L'intérêt pour le leadership en éducation s'accroît parallèlement à l'essor du nouveau management public, qui encourage une gestion plus efficace et plus axée sur les résultats. En France, le concept de leadership pédagogique émerge et s'impose progressivement dans le discours institutionnel, même si ses contours restent flous.
Années 2010-2020:
Le leadership pédagogique continue de gagner en importance dans le système éducatif français, notamment avec la mise en place du PPCR (Parcours Professionnels, Carrières et Rémunérations) qui incite les personnels de direction à exercer un leadership plus affirmé. Au Québec, la loi 40 (2020) introduit des changements importants dans la gouvernance des établissements scolaires, en encourageant notamment une plus grande participation de la communauté locale aux prises de décisions. La pandémie de COVID-19 (2020-2021) met en lumière l'importance du bien-être et de la collaboration au sein des équipes éducatives, conduisant à une attention accrue pour le leadership bienveillant. Prise de conscience croissante des risques d'épuisement professionnel chez les personnels de direction, notamment au Québec, ce qui souligne la nécessité d'un leadership plus attentif à l'humain. Personnages principaux
France
Bertrand Séché: Expert au Conseil d'évaluation de l'école, ancien Dasen et chef d'établissement. Il s'intéresse particulièrement à la place du leadership dans l'institution scolaire française, et aux tensions entre autonomie et hiérarchie. Gwenola Retto: Directrice d'un institut de formation des enseignants et cadres pédagogiques à l'UQO d'Angers, chercheuse au LIRFE et collaboratrice au GRIDE. Spécialiste de la bienveillance à l'école, elle s'intéresse au leadership bienveillant et aux épreuves rencontrées par les adjoints de direction. Elodie Murier: Doctorante en sciences de l'éducation à l'IH2EF, ancienne enseignante dans le secondaire. Elle mène une thèse sur les directions d'établissements scolaires du second degré et s'intéresse à l'histoire du leadership, au leadership pédagogique et à l'activité empêchée. Laetitia Progin: Professeure à la Haute École Pédagogique du canton de Vaud à Lausanne, co-directrice de thèse d'Elodie Murier. Elle a mené des travaux sur les épreuves du leadership rencontrées par les chefs d'établissement.
Québec
Roula Hachiti: Professeure en leadership et gestion de l'éducation à l'Université du Québec à Montréal (UQAM), chercheuse au GRIDE. Ancienne chef d'établissement au primaire, elle s'intéresse à l'accompagnement des directions d'école, au développement du leadership, aux pratiques de bien-être et à la santé organisationnelle.
Autres
Spillane: Chercheur ayant développé le modèle analytique du leadership distribué dans les années 2000. Yves Clot: Psychologue du travail connu pour ses travaux sur l'activité empêchée. Hersey et Blanchard: Chercheurs à l'origine du modèle situationnel du leadership, qui propose différents styles de leadership en fonction de la maturité des subordonnés. McClelland: Psychologue américain connu pour ses travaux sur la motivation, notamment les trois formes de réalisation de soi : changer de monde, changer le monde et diriger le monde. Vygotsky: Psychologue russe connu pour ses travaux sur le développement cognitif et l'importance de l'interaction sociale dans l'apprentissage. Remarques générales Ces extraits de podcasts brossent un tableau nuancé du leadership en éducation, en soulignant la complexité et l'évolution constante de cette notion. Ils mettent en évidence les défis et les épreuves auxquels sont confrontés les chefs d'établissement, notamment la tension entre autonomie et hiérarchie, la gestion du temps, la mobilisation du collectif, le développement de la confiance et la conciliation entre les injonctions institutionnelles et les réalités du terrain.
L'accent est mis sur l'importance d'un leadership bienveillant, attentif à l'humain et soucieux du bien-être des équipes éducatives. Les modèles de leadership distribué et partagé sont également mis en avant, soulignant la nécessité d'impliquer davantage les différents acteurs de la communauté éducative (enseignants, parents, élèves) dans les prises de décisions.
Enfin, ces extraits de podcasts invitent à repenser le rôle du chef d'établissement, non pas comme un simple exécutant des directives nationales, mais comme un véritable leader pédagogique capable d'inspirer, de mobiliser et d'accompagner les équipes vers la réussite des élèves.
Table des Matières : Le Leadership en Milieu Educatif Ce document explore la notion de leadership en milieu éducatif à travers une série de podcasts produits par l'Institut des Hautes Études de l'Éducation et de la Formation (IH2EF).
IH2EF-1 : La petite histoire de la notion du leadership
Introduction (0:00 - 7:30): Présentation des intervenants et du thème de la série de podcasts. Le leadership dans l'institution française (7:30 - 20:00): Bertrand Séché analyse la place du leadership dans les textes officiels et la formation des chefs d'établissement en France, soulignant l'absence du terme "leadership" et la prédominance d'une approche verticale de la direction. Histoire et évolution des théories du leadership (20:00 - 31:00): Elodie Murier retrace l'histoire des théories du leadership, de l'approche des "grands hommes" aux modèles plus collectifs comme le leadership partagé et distribué. Elle souligne l'influence du "nouveau management public" sur l'intérêt pour le leadership en éducation. Le leadership pédagogique (31:00 - fin): Elodie Murier explore le concept de "leadership pédagogique", distinguant le leadership instructional du leadership transformational et du leadership for learning. Elle introduit le modèle du leadership distribué de Spillane, qui considère les interactions entre leaders, affiliés et la situation.
IH2EF-2: La boussole du leadership
Introduction (0:00 - 3:00): Rappel du thème de la série de podcasts et introduction du sujet du leadership au Québec. Définition du leadership et spécificité québécoise (3:00 - 7:00): Rula Hachiti définit le leadership comme la capacité d'influence et souligne son importance croissante dans le contexte québécois, notamment depuis l'introduction de la gestion axée sur les résultats. Le leadership bienveillant (7:00 - 18:00): Gwenola Reto explore le concept de leadership bienveillant, en soulignant ses dimensions intentionnelle, affective, interactionnelle et organisationnelle. Elle met l'accent sur l'importance de la posture du leader, la prise en compte du contexte et la création d'un environnement positif.
IH2EF-3: À l'épreuve du leadership
Introduction (0:00 - 3:00): Rappel du thème de la série de podcasts et introduction des épreuves du leadership. Les épreuves du leadership selon Laetitia Progin (3:00 - 9:00): Elodie Murier présente les quatre épreuves du leadership identifiées par Laetitia Progin : la juste distance, le juste timing, la juste confiance et la juste expertise. Les épreuves de l'adjoint de direction (9:00 - 23:00): Gwenola Reto présente quatre épreuves spécifiques aux adjoints de direction en France : le changement de corps, le sentiment d'incompétence, l'exercice de l'autorité bicéphale et la pression de devoir prendre soin de tous. Elle identifie également des ressources pour faire face à ces épreuves, comme le sens de la mission et les valeurs professionnelles. Le leadership et la hiérarchie (23:00 - 37:00): Bertrand Séché aborde la relation complexe entre leadership et hiérarchie en France, notamment la question de l'autonomie des établissements et des personnels. Il met en avant l'importance de la maîtrise du temps, du développement du collectif et d'une approche constructive de l'évaluation.
IH2EF-4 : À l'épreuve du leadership pédagogique
Introduction (0:00 - 3:00): Rappel du thème de la série de podcasts et introduction du leadership pédagogique et de l'activité empêchée. L'activité empêchée et le leadership pédagogique (3:00 - 8:00): Elodie Murier introduit la notion d' "activité empêchée" et l'applique au travail des chefs d'établissement. Elle souligne que le manque de temps et les contraintes institutionnelles peuvent freiner l'exercice d'un leadership pédagogique authentique. Le mythe du leadership au Québec (8:00 - 19:00): Rula Hachiti déconstruit le "mythe du leadership unique" et met en avant la nécessité pour les chefs d'établissement de développer une variété de styles de leadership (transformationnel, transactionnel, participatif) en fonction du contexte. Le leadership collectif et la loi 40 (19:00 - 38:00): Rula Hachiti présente la loi 40 au Québec, qui encourage la prise de décision collective dans les écoles en impliquant différents acteurs de la communauté éducative. Elle souligne l'importance de l'intelligence collective et du self-leadership pour faire face aux défis actuels.
IH2EF-5 : Une affaire collective
Introduction (0:00 - 3:00): Rappel du thème de la série de podcasts et introduction du leadership collectif. Le collectif : pourquoi faire ? (3:00 - 15:00): Bertrand Séché interroge les raisons de l'importance accordée au "collectif" dans le discours institutionnel. Il met en avant le rôle du collectif dans la réussite scolaire, le soutien au sentiment d'efficacité personnelle et la responsabilisation des individus. L'implication des différents acteurs (15:00 - 26:00): Gwenola Reto explore les conditions d'une collaboration réussie entre les différents acteurs de la communauté éducative (chefs d'établissement, enseignants, parents). Elle met l'accent sur l'importance de la confiance, du développement professionnel, de la communication et de la participation aux prises de décision. Leadership distribué et activité empêchée (26:00 - fin): Elodie Murier propose le leadership distribué comme levier pour contrer l'activité empêchée des chefs d'établissement. Elle souligne cependant les risques de récupération et la nécessité d'un partage réel du pouvoir au sein des organisations.
Guide d'Étude: Leadership dans l'Éducation Quiz Répondez aux questions suivantes en 2-3 phrases.
Expliquez la contradiction apparente dans le système éducatif français concernant le terme "leadership". Décrivez la "théorie des grands hommes" et ses limites dans l'étude du leadership. En quoi l'approche comportementale du leadership diffère-t-elle de la théorie des traits de personnalité ? Quelle est la contribution majeure de l'approche situationnelle à la compréhension du leadership ? Comment le "nouveau management public" a-t-il influencé l'intérêt pour le leadership dans l'éducation ? Définissez le "leadership for learning" et son impact sur la vision du rôle du chef d'établissement. Expliquez la différence entre un leader formel et un leader informel. Quelles sont les trois entités clés analysées dans le modèle du leadership distribué de Spillane ? Décrivez l'une des "épreuves" que rencontrent les chefs d'établissement en exerçant leur leadership, selon Élodie Murier. Comment le concept d' "activité empêchée" d'Yves Clot s'applique-t-il à la réalité des chefs d'établissement ? Clé de Réponse du Quiz Le terme "leadership" est absent des textes officiels régissant l'activité des chefs d'établissement en France, malgré sa présence croissante dans les formations et les discours sur l'éducation. La "théorie des grands hommes" postule que le leadership est inné et réservé à des individus exceptionnels. Sa limite principale réside dans sa difficulté à expliquer l'émergence de leaders dans des contextes variés et à identifier des caractéristiques universelles. L'approche comportementale se concentre sur les actions et les comportements observables des leaders, tandis que la théorie des traits de personnalité se focalise sur les caractéristiques innées. L'approche situationnelle souligne l'importance du contexte et des situations spécifiques dans l'exercice efficace du leadership. Le "nouveau management public", en mettant l'accent sur l'efficacité et le changement dans l'éducation, a stimulé la recherche de modèles de leadership adaptés à ce contexte. Le "leadership for learning" met l'accent sur l'apprentissage de tous les membres de la communauté éducative. Le chef d'établissement devient alors un facilitateur de l'apprentissage collectif plutôt qu'un simple gestionnaire. Un leader formel occupe une position d'autorité officielle, tandis qu'un leader informel exerce une influence sans statut hiérarchique précis. Le modèle de Spillane analyse les interactions entre les leaders, les followers (affiliés) et la situation. Elodie Murier identifie plusieurs "épreuves" pour les chefs d'établissement, comme la "juste distance" entre leur passé d'enseignant et leur rôle actuel, ou encore le "juste timing" entre les exigences institutionnelles et la réalité du terrain. L' "activité empêchée" représente les aspirations professionnelles non réalisées des chefs d'établissement. Leurs tâches réelles, les contraintes et les injonctions institutionnelles peuvent les empêcher de réaliser pleinement leur vision du leadership pédagogique. Questions pour la Rédaction Rédigez une dissertation pour chacune des questions suivantes.
Analysez la pertinence d'intégrer la notion de "leadership" dans les textes officiels et les évaluations des chefs d'établissement en France. Comparez et contrastez les différents modèles de leadership (théorie des traits, approche comportementale, approche situationnelle, etc.) et discutez de leur applicabilité au contexte éducatif actuel. Expliquez en quoi le leadership bienveillant peut contribuer à un climat scolaire plus propice à l'apprentissage et au bien-être de tous. Discutez des défis et des opportunités liés à la mise en place d'une approche distribuée du leadership pédagogique dans les établissements scolaires. En vous appuyant sur les exemples évoqués dans les podcasts, analysez comment le leadership des chefs d'établissement peut favoriser la création d'un "collectif" fort et mobilisé au sein de l'école. Glossaire TermeDéfinitionLeadershipCapacité d'une personne à influencer, mobiliser et inspirer les autres pour atteindre un objectif commun.Leadership pédagogiqueCapacité d'un chef d'établissement à influencer les pratiques pédagogiques, à promouvoir l'innovation et à créer un environnement d'apprentissage favorable pour tous.Leadership distribuéApproche selon laquelle le leadership est partagé entre plusieurs individus au sein d'une organisation, chacun pouvant exercer une influence à un moment donné.Leadership bienveillantStyle de leadership axé sur le bien-être et le développement des individus, privilégiant la communication, l'écoute et la collaboration.Activité empêchéeConcept développé par Yves Clot, désignant les parties de l'activité d'un travailleur qui ne sont pas réalisées, souvent en raison de contraintes organisationnelles, et qui peuvent engendrer frustration et perte de sens.Justes distancesCapacité d'un leader à trouver le bon équilibre entre la proximité et la distance avec ses collaborateurs, en maintenant une posture professionnelle tout en étant à l'écoute des besoins individuels.Binôme chef/adjointMode de direction partagée entre un chef d'établissement et son adjoint, nécessitant une collaboration étroite et une répartition claire des rôles et responsabilités.CollectifEnsemble des membres d'une organisation (enseignants, personnels, élèves, parents...) qui partagent des objectifs communs et travaillent ensemble à leur réalisation.Intelligence collectiveProcessus par lequel un groupe d'individus met en commun ses compétences, ses connaissances et ses idées pour résoudre des problèmes et prendre des décisions de manière plus efficace qu'individuellement.
FAQ : Le leadership dans l'éducation
- Qu'est-ce que le leadership et comment cette notion est-elle perçue dans l'éducation française ? Le leadership se définit comme la capacité d'une personne à influencer positivement son entourage pour atteindre un objectif commun. Cependant, en France, le terme lui-même est absent des textes officiels qui régissent l'activité des chefs d'établissement. On préfère utiliser des termes comme "piloter" ou "diriger", reflétant une approche plus traditionnelle et hiérarchique.
Malgré cela, les discours et formations s'accordent sur l'importance croissante du leadership dans l'éducation. Il émerge comme une réponse aux besoins nouveaux de gouvernance, nécessitant de repenser la prise de décision et l'autonomie des acteurs éducatifs.
- Quelles sont les différentes approches du leadership en éducation ? Il existe plusieurs approches du leadership en éducation :
Approche traditionnelle (Théorie des traits) : Se focalise sur les qualités innées du leader (charisme, intelligence, etc.). Approche comportementale : S'intéresse aux actions et aux comportements du leader pour influencer son équipe. Approche situationnelle : Prend en compte le contexte et adapte le style de leadership à la situation. Leadership pédagogique : Met l'accent sur l'amélioration des apprentissages des élèves comme objectif principal. Leadership for learning : Se focalise sur l'apprentissage de tous les membres de la communauté éducative (personnel, élèves, parents). Leadership distribué : Considère le leadership comme un processus partagé où chaque acteur peut exercer une influence. Ces approches ne sont pas mutuellement exclusives et peuvent se combiner pour créer un leadership adapté au contexte.
- Qu'entend-on par "leadership bienveillant" ? Le leadership bienveillant, en plus d'aspirer à influencer positivement, se traduit par une posture et des actions basées sur l'empathie, le respect, la confiance et le souci du bien-être de chacun. Il s'agit de créer un environnement de travail serein, où la communication est ouverte et bienveillante, et où chaque membre de la communauté éducative se sent écouté, valorisé et en sécurité.
Le leadership bienveillant ne se limite pas aux intentions, il s'incarne dans des pratiques concrètes comme la reconnaissance du travail accompli, l'encouragement à la prise d'initiative, la mise en place d'espaces de parole et de collaboration, ainsi qu'une attention particulière portée aux besoins de chacun.
- Quelles sont les principales épreuves auxquelles sont confrontés les chefs d'établissement dans l'exercice de leur leadership ? Les chefs d'établissement rencontrent plusieurs défis dans l'exercice de leur leadership :
Juste distance: Trouver le juste équilibre entre leur passé d'enseignant et leur nouveau rôle de dirigeant. Juste timing: Gérer les injonctions contradictoires d'agir vite et de prendre en compte le temps de l'équipe. Juste confiance: Déléguer et responsabiliser l'équipe tout en assurant le suivi et le contrôle. Juste expertise : Maintenir une influence pédagogique malgré l'éloignement de la salle de classe. Gestion du collectif: Favoriser la collaboration et l'intelligence collective au sein d'une communauté diverse. Pression institutionnelle: Composer avec les directives et les attentes parfois contradictoires de la hiérarchie. 5. Comment la notion d'activité empêchée s'applique-t-elle au leadership des chefs d'établissement ? L'activité empêchée désigne la partie du travail que les individus aimeraient réaliser mais qu'ils ne peuvent pas accomplir, souvent en raison de contraintes organisationnelles ou de manque de ressources.
Dans le cas des chefs d'établissement, l'activité empêchée peut se manifester par :
Manque de temps pour le pilotage pédagogique : Les tâches administratives et la gestion des situations d'urgence prennent le pas sur l'accompagnement des équipes et la réflexion pédagogique. Difficulté à mettre en œuvre leurs propres convictions : Les injonctions institutionnelles et les résistances au changement peuvent freiner la mise en place de projets novateurs. Sentiment d'isolement : Le manque de temps pour les échanges et la collaboration avec les pairs peut conduire à un sentiment de solitude et de frustration. 6. En quoi le leadership peut-il être considéré comme une affaire collective ? Le leadership ne se résume pas à une posture individuelle, il dépend largement de la capacité du leader à mobiliser et à fédérer son équipe autour d'une vision et d'objectifs communs.
Favoriser un leadership distribué, où chaque membre de la communauté éducative se sent responsable et acteur du changement, s'avère essentiel pour :
Renforcer le sentiment d'appartenance et la motivation : Impliquer l'équipe dans la prise de décision et la construction de projets communs. Développer l'intelligence collective : Encourager le partage d'expertise, la co-construction de solutions et l'apprentissage mutuel. Mieux répondre aux besoins spécifiques de l'établissement : Tenir compte des réalités du terrain et des compétences de chacun. 7. Quelles sont les pistes pour développer un leadership collectif et favoriser le bien-être au sein des établissements scolaires ? Plusieurs leviers peuvent être actionnés pour promouvoir un leadership collectif :
Instaurer un climat de confiance et de bienveillance : Encourager la communication ouverte et transparente, l'écoute active et la reconnaissance du travail accompli. Développer les compétences de leadership de chacun : Proposer des formations sur le travail collaboratif, la gestion de conflits, la communication bienveillante, etc. Mettre en place des espaces de dialogue et de co-construction : Organiser des temps dédiés à l'échange de pratiques, à la réflexion pédagogique et à la construction de projets communs. Donner du pouvoir d'agir aux équipes : Déléguer des responsabilités, encourager la prise d'initiatives et soutenir les projets innovants. 8. Quelles sont les différences et les points communs entre le leadership en France et au Québec ? Le Québec met davantage l'accent sur le leadership participatif et la collaboration, notamment avec l'introduction de la loi 40 qui encourage l'implication de la communauté locale dans la gouvernance des écoles.
Cependant, les deux contextes font face à des défis similaires :
Lutte contre le mythe du leader unique et immuable: Promouvoir une vision plus flexible et contextuelle du leadership. Importance du bien-être au travail : Lutter contre la surcharge de travail et le stress des chefs d'établissement. Nécessité de donner du sens aux injonctions institutionnelles : Accompagner les équipes dans la mise en œuvre des réformes et des nouvelles directives. Ces défis communs invitent à poursuivre les échanges et la collaboration entre les deux pays pour construire ensemble un leadership éducatif plus humain, plus juste et plus efficace.
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- Sep 2024
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youmustreadthis.com youmustreadthis.com
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The Starfish and the Spider: The Unstoppable Power of Leaderless Organizations Ori Brafman, Rod A. Beckstrom How do you build teams and organizations that are sustainable over time? How can you be the most adaptable? Forget everything you know about leadership and organization, be completely transformed. A must for anyone wanting results.
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- Jul 2024
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newsletter.weskao.com newsletter.weskao.com
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What's the hard part?What does success look like?Is the juice worth the squeeze?Who is this for? What is this for?What are potential reasons not to do this, i.e. counterpoints?What is our unfair advantage for doing this?What are areas of risk and how might we mitigate?Why is this likely to work and be a good investment?What evidence, data, and examples am I pulling from?What assets, levers, and constraints are we working with?Who do we need buy-in from in order to move forward?What’s the upside, downside, and trade-offs?Where might I be making an assumption or logical leap that doesn’t make sense?How can we test this in the lowest-overhead way possible?How does this stack rank against other ideas for driving the business?If we decided to move forward today, what would you need to bring this to life?Can we do this ourselves, or do we need to tap into other teams?Why would your target audience be excited to do the thing you want them to do?
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Rigorous thinking is realizing that 90% of ideas are probably not worth doing, and the ones that are worth doing, won’t just magically work. It’s realizing that many ideas are decent, but decent doesn’t meet the bar for moving forward when you have limited resources (and resources are always limited, even at large organizations).
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Remember: You hired intelligent people, and your best high performers already want to think rigorously. Be their thought partner. If given the chance, they will be excited to sharpen their thinking with your guidance because it's a skill that will serve them now and forever in their careers.
i think this mindset also helps in a classroom setting. you have to think of your students as intelligent individuals who can produce good ideas and provide good insights. this will also help them in the long run even outside of the classroom
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In this world, you rarely say no to an idea, because it's not about saying yes or no. It's about vetting an idea. You ask strategic questions, so your employee ends up realizing themselves that the idea won't work in its current iteration.You work collaboratively to pressure test assumptions. They excitedly go back to the drawing board and come back to you with a stronger iteration and next steps. They hone their judgment and become more strategic over time, requiring less support from you.You have less decision fatigue and get better results. Direct reports feel empowered and take ownership.
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- Apr 2024
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www.theatlantic.com www.theatlantic.com
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Bartholomew’s most distinctive effort to “update” the Church is his commitment to environmentalism. In the press, he is sometimes called the Green Patriarch. When, in 1997, he declared that abusing the natural environment was a sin against God, he became the first major religious leader to articulate such a position.
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www.linkedin.com www.linkedin.com
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This is not a discrete project but an ongoing process and should always be competing for focus in strategic decision making.
Absolutely agreed. One limitation of the Iron Triangle concept is that it often seems to be used to make decisions based on a snapshot in time (i.e. which two are we choosing now), when some choices have longer half-lives than others.
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- Mar 2024
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Local file Local file
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Imagine an old, heavy suitcase whose well-worn handles are hanging by a few threads. Thehandle is “Trust the Process” or “Story Is King”—a pithy statement that seems, on the face ofit, to stand for so much more. The suitcase represents all that has gone into the formation ofthe phrase: the experience, the deep wisdom, the truths that emerge from struggle. Too often,we grab the handle and—without realizing it—walk off without the suitcase. What’s more, wedon’t even think about what we’ve left behind. After all, the handle is so much easier to carryaround than the suitcase.
Ed Catmull analogizes the idea of pithy business statements and aphorisms as old, heavy suitcases and their handles. It's easy to grab onto the handle and walk of only with it, particularly when the weight and inconvenience of the suitcase and its actual contents are no longer attached. One needs to make sure that their comfortable old suitcase handle is still attached to the case and the valuable, hard-won wisdom of the contents inside.
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Catmull, Ed, and Amy Wallace. Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration. 1st ed. New York: Random House, 2014.
Annotation link: urn:x-pdf:30663863383637656631613936313361656266663266383336636530383636623965393736396531323237383235353363353236653830623034366132373130
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ballandalus.wordpress.com ballandalus.wordpress.com
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Sultan Timur said, “Then what is it that has brought the caliphate to the Abbasids until this era in Islam?” He said this directly to me, and I replied: “May God grant you victory! Since the moment of the death of the Prophet, the Muslims have differed over whether or not it is necessary for the believers to have some ruler from among themselves to direct their spiritual and their worldly affairs. One party were of the opinion—and among them were the Kharijites—that it is not necessary; the majority, however, held that it is necessary, but have disagreed regarding the legal evidence proving its necessity. On the other hand, all the Shi‘ites adhered to the position that the Prophet designated ‘Ali [ibn Abī Tālib] to be caliph, although the Shi‘ites have more opinions than can be counted concerning the particular succession of ‘Ali’s descendants after him. The Sunnis, meanwhile, unanimously rejected the idea that the Prophet designated a successor. They assert that the only necessity with regard to this [the imamate] is ijtihād, by which they mean that it is incumbent upon the Muslims (as a community) to exert themselves in choosing a righteous, knowledgeable, and just man to whom to entrust the guidance of their affairs.
Ibn Khaldun explaining how there are differing views of leadership (caliph) in islam among Sunni, Shi'ite)
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- Feb 2024
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Local file Local file
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Transactional leadership style is more practical and focus on “get things done”, whereas thetransformational leadership style emphasizes change, as the name suggests. The driving factor ofa transactional leadership style is power, legitimate or coercive. Subordinate will simply followthe orders from the supervisor. In contrast, the key personality factor that a transformational leadershould have is charisma
Transformational Leadership is Charisma
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- Nov 2023
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docdrop.org docdrop.org
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it took leadership and circumstance to ultimately 00:08:08 get a public truly mobilized
- for: key insight - mass mobilization - leadership and circumstances
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- Sep 2023
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www.linkedin.com www.linkedin.com
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Hoekstra, a Shell man and a McKinsey man in charge of EU climate policy?
- for: climate change policy hypocrisy, fossil fuel lobby, EU climate policy, Hoekstra, Fox guarding the henhouse, Linked In post
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comment
- What does it say about the EU's authenticity to deal with the global boiling crisis when they put a fox in charge of the henhouse?
- this seems awfully similar to the choice for positioning an oil man to head COP28.
- The fossil fuel lobby is EXTREMELY busy in the opaque back end of politics. We need more light to shine and bring the back end fossil fuel lobby activity out of the shadows to pre-empt future leadership betrayals.
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future research
- uncover future fossil fuel lobby’s game plan and future attempts to coopt climate change policy leadership
- needed in order to proactively preempt the next attempt at coopting climate leadership. It’s difficult when we are simply reacting
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- Jul 2023
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docdrop.org docdrop.org
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So if you have a president 01:19:36 or a prime minister who's won an election, there's no training, there's no oversight, there's no scrutiny other than journalists from the outside. There's often not a criminal background check for politicians before an election. And yet when you end up as a tour guide, you have all sorts of safeguarding, you have training.
- recommendation
- politicians and other leaders need deep training and constant scrutiny as a condition to being in those positions
- it is unthinkable that a tour guide position should have more training than a president of a country!
- recommendation
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we have all sorts of stupid biases when it comes to leadership selection.
- facial bias
- experiments show that children and adults alike who didn't know any of the faces shown, chose actual election leaders and runner ups of elections to be their leaders
- China exploits the "white-guy-in- a-tie" problem to win deals.
- Companies hire a white person with zero experience to wear a nice suit and tie and pose as a businessman who has just flown in from Silicon Valley.
- facial bias
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www.paulgraham.com www.paulgraham.com
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Sometimes it means telling them something they knew unconsciously but had never put into words. In fact those may be the more valuable insights, because they tend to be more fundamental.
The art of the "aha" moment.
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www.youtube.com www.youtube.com
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To become unstoppable, you must:
1) Outwork everybody
2) Outsmart everybody
3) Hire the greatest talent in the world
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- Mar 2023
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www.nytimes.com www.nytimes.com
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Whose values do we put through the A.G.I.? Who decides what it will do and not do? These will be some of the highest-stakes decisions that we’ve had to make collectively as a society.’’
A similar set of questions might be asked of our political system. At present, the oligopolic nature of our electoral system is heavily biasing our direction as a country.
We're heavily underrepresented on a huge number of axes.
How would we change our voting and representation systems to better represent us?
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- Jan 2023
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www.complexityexplorer.org www.complexityexplorer.org
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Semantic leadership Extent to which word usage by one entity is subsequently adopted by others. Specifically, Klein measures how often novel semantic usage in a given newspaper is mirrored by other newspapers. When a newspaper is a semantic leader, its semantic usage better predicts the later usage of that word in other newspapers compared to those other newspapers' own, earlier usage of the word.
How might this leadership happen within the social epidemic view of Malcolm Gladwell's Tipping Point framework?
- the law of the few,
- the stickiness factor, and
- the power of context
and with respect to mavens, connectors, and salespeople?
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tedgioia.substack.com tedgioia.substack.com
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“There is no substitute for good decisions at the top—and no remedy for stupid ones.”
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- Dec 2022
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www.bestcollegesonline.org www.bestcollegesonline.org
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Every year schools are looking for ways to improve their system and provide students with the best possible education, which is where good education leadership comes into play. Surprisingly enough, many people involved in their local educational system are uncertain as to what defines educational leadership. Education leadership is a combined process that utilizes the forces, knowledge and talents of teachers, parents and teachers with the goal of improving not just the quality of education but also the education system itself.
Educational leadership definition ![https://ncte.org/wp-content/uploads/2018/06/iStock-685797114-Leadership.jpg
](https://ncte.org/wp-content/uploads/2018/06/iStock-685797114-Leadership.jpg )
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Georgetown professor and author of The Necessary Journey, Ella Washington, captured the issue perfectly when she said, “Connecting with employees is often seen as ‘extra’ work for managers, so it goes to the bottom of the list. Companies need to make it clear — it is not extra; it is essential.”
Connection with employees should be among the top priorities of your leadership team. Creating space for genuine connection inside roles like team lead and manager are essential to your team's long term success and culture development.
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- Nov 2022
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www.catalyst.org www.catalyst.org
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What separates a great manager from a mediocre one? According to Catalyst’s global report, GettingReal About Inclusive Leadership, building an inclusive team culture is key.
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- Oct 2022
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Local file Local file
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And our president must be teacher as well as doer.
Our president must be in equal measures a teacher, a leader, and a doer.
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- Sep 2022
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techleadjournal.dev techleadjournal.dev
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It’s the oxygen mask metaphor. Before you put on the oxygen mask of other people, you have to put it on yourself. So self-care first.
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www.mckinsey.com www.mckinsey.com
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Organizations don’t change—people do Many companies move quickly from setting their performance objectives to implementing a suite of change initiatives. Be it a new growth strategy or business-unit structure, the integration of a recent acquisition or the rollout of a new operational-improvement effort, such organizations focus on altering systems and structures and on creating new policies and processes. To achieve collective change over time, actions like these are necessary but seldom sufficient. A new strategy will fall short of its potential if it fails to address the underlying mind-sets and capabilities of the people who will execute it. McKinsey research and client experience suggest that half of all efforts to transform organizational performance fail either because senior managers don’t act as role models for change or because people in the organization defend the status quo.2 2. For more on McKinsey’s organizational-health index and findings on organizational change, see Scott Keller and Colin Price, “Organizational health: The ultimate competitive advantage,” McKinsey Quarterly, June 2011. In other words, despite the stated change goals, people on the ground tend to behave as they did before. Equally, the same McKinsey research indicates that if companies can identify and address pervasive mind-sets at the outset, they are four times more likely to succeed in organizational-change efforts than are companies that overlook this stage.
Mindset drives Behavior, and Behavior drives Results.
We generally focus on behavior, not mindset. We want to get to results, and fast, so we focus on the changing the behaviors necessary to achieve our desired results. We don't see the need to change ourselves, nor do we want to.
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awakeuniversity.maincross.org awakeuniversity.maincross.org
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Yet, that's something that you'll probably be glad to know about because then, you can think about how long you want to be in that organization.
Been there. Done that. No longer there. The thing is, you have to decide how much to give, and how much to endure. Another way of saying that is, "don't hope yourself to death."
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Patrick starts his video by saying that many people ask him “what do you do about creating a healthy organization if you're not the CEO or in charge of the organization?” However, according to Stephen Covey, we should focus on our circle of influence not our circle of concern. In other words, think about “what organizational components do we have direct influence over” i.e., the department we lead or we're a member of. So, we must realize that “I might not be able to change the whole organization but I can focus on the part of it that I influence directly.”
Focus on the organization I influence most directly. Recognize my limits but do what I can, with what I have, where I am.
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- Aug 2022
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www.venturekit.com www.venturekit.com
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a petal competition slide, pioneered by Steve Blank. It’s intended for companies creating a new market.
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www.dreamit.com www.dreamit.com
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when an investor sees a Magic Quadrant, they'll think:Can your company actually only differentiate its product on two axes? Does your product beat the competition on just two key benefits or strategies?If that's the case, and your product isn't much different from your competitors, why will people buy it or use it?
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- Jul 2022
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steveblank.com steveblank.com
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Large companies often have divisions and functions with innovation, incubation and technology scouting all operating independently with no common language or tools Innovation heroics as the sole source of deployment of new capabilities are a sign of a dysfunctional organization Innovation isn’t a single activity (incubators, accelerators, hackathons); it is a strategically organized end-to-end process from idea to deployment Somewhere three, four or five levels down the organization are the real centers of innovation – accelerating mission/delivering innovative products/services at high speed The CTO’s job is to: create a common process, language and tools for innovation make them permanent with a written innovation doctrine and policy And don’t ever tell anyone you’re a “short timer”
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- Jun 2022
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www.insidehighered.com www.insidehighered.com
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park a crucial question that any leader who has to make a difficult, often unpopular, decision must ask themself: What must I do in this situation, given my position?
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Meaningful change, in contrast, supports a culture of integrity that is driven by formative institutional principles and that provides a structure for future growth and change.
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When we speak, we are afraid our words will not be heard or welcomed. But when we are silent, we are still afraid. So it is better to speak …”
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- Mar 2022
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Each of us faces a threat as we pursue our craft. Like sirens on the rocks, ego sings a soothing, validating song— which can lead to a wreck. The second we let the ego tell us we have graduated, learning grinds to a halt. That’s why Frank Shamrock said, “Always stay a student.” As in, it never ends.
One of the prices of the pursuit of greatness. You're never "there".
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- Feb 2022
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twitter.com twitter.com
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Adam Bienkov. (2021, December 15). “Wear face masks indoors,” says Boris Johnson, who has repeatedly refused to wear face masks indoors. Https://t.co/8v8AYTqR7x [Tweet]. @AdamBienkov. https://twitter.com/AdamBienkov/status/1471168011096961024
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www.businessinsider.com www.businessinsider.com
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Hiatt wrote in her book: "My next career steps have always been inspired by asking myself the key question of 'What do I want to learn in the next phase of my career?'" Without having a sense of the next leap, it's easy to limit yourself to comfortable roles that avoid stress, instead of chasing opportunities for growth, she says.Hiatt says her managers were often the key indicators of her personal growth trajectory and opportunities. In exchange, she says, it was up to her to be proactive with those opportunities and deliver results. She says she always prioritized the type of people she wanted to work for over everything else, because it would shape the kind of person and leader she wanted to be.
What is the gap between me and this person, and do I want to close the gap?
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twitter.com twitter.com
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Eric Feigl-Ding. (2022, January 17). Pandemic leadership matters. #COVID19 mortality per capita by state. 📍Public health is policy, policy is politics. 📍Human behavior is often driven by misinformation. 📍Misinformation is often driven by politics. 📍Politics can be changed by voting—Unless voters can’t. Https://t.co/pFkndQZrfr [Tweet]. @DrEricDing. https://twitter.com/DrEricDing/status/1483181226815012867
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Major COVID course correction immediately required. (n.d.). Retrieved February 7, 2022, from https://ozsage.org/media_releases/major-covid-course-correction-immediately-required/
Tags
- mask wearing
- work from home
- lang:en
- lockdown
- business
- school
- is:report
- workplace
- government
- testing
- Omicron
- mitigation measures
- leadership
- recommendation
- close contact
- OzSAGE
- guidance
- hospitalization
- Australia
- financial support
- COVID-19
- face-to-face
- staff shortage
- vaccine
- healthcare system
- response
- education
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URL
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- Jan 2022
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s3.us-west-2.amazonaws.com s3.us-west-2.amazonaws.com
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regimes that formally designate the vice president asthe successor are more likely to undergo peaceful transitions
leadership succession, authoritarian regime, constitutional rules, Africa
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drury-sussex-the-crowd.blogspot.com drury-sussex-the-crowd.blogspot.com
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Drury, P. J. (2021, December 31). the crowd: Three forms of Covid leadership. The Crowd. https://drury-sussex-the-crowd.blogspot.com/2021/12/three-forms-of-covid-leadership.html
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- is:blog
- public
- ventilation
- authority
- lang:en
- identity leadership
- mitigation
- common sense
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- psychology
- risk
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- coercive leadership
- safety
- society
- societal level
- social distancing
- leadership
- UK
- collective response
- COVID-19
- interdependence
- public health measures
- mandate
- laissez faire leadership
- responsibility
- vaccination programme
- policy
- engagement
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twitter.com twitter.com
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Prof. Christina Pagel. (2022, January 10). I agree with pretty much all of this @FT article https://ft.com/content/e200156f-2e5a-4165-8aa2-28c24fe3c036 https://t.co/zhqPpqdyn7 [Tweet]. @chrischirp. https://twitter.com/chrischirp/status/1480568139947692041
Tags
- contact tracing
- quarantine
- mask wearing
- lockdown
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- England
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- is:tweet
- COVID-19
- transmission
- ventilation
- USA
- Omicron
- daily cases
- risk
- social distancing
- political leadership
- hospital
- UK
- physical distancing
- hospitalization
- variant
- prevention
- vaccine
- NHS
- staff shortage
- lang:en
- airborne transmission
- policy
- remote working
- mortality
- data
Annotators
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blog.thepete.net blog.thepete.net
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When a product manager trusts that the engineers on the team have the interest of the product at heart, they also trust the engineer’s judgment when adding technical tasks to the backlog and prioritizing them. This enables the balanced mix of feature and technical work that we’re aiming for.
Why is it so common for engineering teams to be mistrusted by other parts of the business?
Part of that is definitely on engineers: chasing the new shiny, over-engineering, etc.
That seems unlikely to account for all of it, though.
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- Dec 2021
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In 2022, successful business leaders will need to address the continued disruption from the last couple of years and will do so through four human-centric strategies. All of them elevate the importance of individuals. All of them improve the employee-employer relationship. All of them test the degree to which leaders embrace innovative management styles. All of them will impact the company's ability to retain and recruit top talent. And all of them have an impact on a business's bottom line
It seems like them uncertainty in the world today makes need of higher quality relationships between the employers and their boss as they cannot find it in the systems to the same degree. It will be a time when the character of the leader is tested and the leader will then be in need of a greater input from God or an external source which is stable.
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- Oct 2021
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Jeg synes Solskjær forberedte laget godt etter motstanderen. Vi må alle kjøpe det han sier og gjøre det han forteller at vi skal gjøre. Det hjalp oss til å ta tre poeng i dag, sier målscorer Marcus Rashford.arrow-leftforrige
Snakk om å innrette seg etter sin leder!
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www.crossway.org www.crossway.org
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Humility means that each leader’s relationship to other leaders is characterized by an acknowledgment that he deserves none of the recognition, power, or influence that his position affords him.
Outside of a position, we're all equal. A role follows a position, with a set of actions that is required in order to do the role in a good way.
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sites.google.com sites.google.com
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I think we might need a bit more room for the bios of individuals. Seems like there will be room for more words in each line? Copy wise the length should be medium. Right now we like Constantine's bio. Is this doable in terms of layout. See below: Constantine is among the most respected legal voices in privacy, a frequent speaker at industry events, a trainer of literally hundreds of privacy professionals, and trusted counsel to organizations around the world. In two decades of experience, he has served any number of privacy roles, from Chief Privacy Officer at Mercer to VP at original privacy tech and research firm Nymity to in-demand consultant and privacy lead at PwC. At Divebell, he leads efforts to make sure our tool’s capabilities match the needs of privacy and compliance professionals and the imperatives of new global regulations.
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www.frontiersin.org www.frontiersin.org
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Clift, A. K., von Ende, A., Tan, P. S., Sallis, H. M., Lindson, N., Coupland, C. A. C., Munafò, M. R., Aveyard, P., Hippisley-Cox, J., & Hopewell, J. C. (2021). Smoking and COVID-19 outcomes: An observational and Mendelian randomisation study using the UK Biobank cohort. Thorax, thoraxjnl-2021-217080. https://doi.org/10.1136/thoraxjnl-2021-217080
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- Sep 2021
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www.ted.com www.ted.com
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I shared this video with my father when he showed me that he was reading Dare to Lead.
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medium.com medium.com
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My father was sharing a book by Brené Brown, Dare to Lead. I shared this website I had created while I was an instructor at the University of the Fraser Valley.
I pointed him to the TED talk by Brené Brown on The Power of Vulnerability.
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projetomedicina.com.br projetomedicina.com.br
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2001) Maior área protegida do país, com 2,2 milhões de ha, fartos recursos genéticos e sítios de inscrições em pedra e cerâmicas antigas. De clima úmido, tem médias térmicas em torno de 26ºC e período mais chuvoso de dezembro a abril. Florestas tropicais e campinaranas recobrem planícies, colinas, áreas inundáveis e interflúvios tabulares. Há grande diversidade de espécies de peixes, anfíbios, répteis e mamíferos; entre as ameaçadas está a onça pintada. A pesca comercial, extração de madeira e visitação inadequada vêm ameaçando a proteção dessa área.
fantastic
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hypothes.is hypothes.is
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www.nytimes.com www.nytimes.com
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sakai.duke.edu sakai.duke.edu
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Why look ye, Rogues! D'ye think that this will do ? Your Neighbours thresh as much again as you
Eternal struggle of competition here. The workers (and the poet) admonish that one compares themselves against their neighbors (competitors) than simply themselves.
The fix for this is for the leadership/bosses to participate themselves to see if the yield isn't as good as it might otherwise be. So much could be fixed if the "boss" is involved in the actual work or physically on site at least some of the time to experience what is going on. Participation counts.
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- Aug 2021
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levelup.patkua.com levelup.patkua.com
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check the book
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Everett, J. A. C., Colombatto, C., Awad, E., Boggio, P., Bos, B., Brady, W. J., Chawla, M., Chituc, V., Chung, D., Drupp, M., Goel, S., Grosskopf, B., Hjorth, F., Ji, A., Kealoha, C., Kim, J. S., Lin, Y., Ma, Y., Maréchal, M. A., … Crockett, M. (2021). Moral dilemmas and trust in leaders during a global health crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mzswb
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Local file Local file
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Imitation did not mean exact reproduction; rather, words could be added or substracted, and a passage reworked in order to express the same or a contrary view (52)
Tangential to my particular study, but consider the idea of Donald Trump as being an imitator within this framing. He would frequently float ideas at rallies (cf. George Lakoff) to see what would get a rise from the crowed and riff off of that. In some sense he's not leading, yet imitating the mobs.
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- Jun 2021
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www.linkedin.com www.linkedin.com
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Our animating definition of leadership in #Unleashed is that #leadership is about making others better as a result of our presence, and having that impact last into our absence. Tuesday afternoon we will explore the role of #strategy in empowering people in our absence (hint: our strategy is only as effective as its ability to be understood in our absence).
Francis Frei
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To lead effectively — really, to live effectively — you must be confident in yourself, connected to others, committed to purpose, and emotionally courageous.
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- May 2021
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www.gardnercampbell.net www.gardnercampbell.net
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Perhaps for everyone, a moment or occasion of leadership will emerge, reveal itself, and call to us with the painful, necessary task of speaking up, patiently asking for alternatives, insistently rocking the boat
Leaders - and teachers - must recognise those moments when we're called to do something courageous.
And we must find or create opportunities for our students to do the same.
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leading is risky business
As is teaching.
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www.togetherplatform.com www.togetherplatform.com
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Purpose for the Mentor:Develop leadership skillsBeing put in the position of a role model can help mentors become better leaders and instill confidence in their leadership ability. The responsibility of helping guide someone’s career and goals requires the senior employee to teach, to motivate and to offer honest feedback in difficult conversations. All these skills are at the top of the required list for a leader.
This is something that I've been thinking about in terms of career growth, and how one of the things we expect of engineers as they become more senior - is that they can take on leadership roles, level up other people, etc - but we often don't provide them with the tools or opportunity to work on these skills, or go into what skills are required to go into this tk.
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- Apr 2021
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threadreaderapp.com threadreaderapp.com
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scrumguides.org scrumguides.org
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The Scrum Master is accountable for establishing Scrum as defined in the Scrum Guide. They do this by helping everyone understand Scrum theory and practice, both within the Scrum Team and the organization. The Scrum Master is accountable for the Scrum Team’s effectiveness. They do this by enabling the Scrum Team to improve its practices, within the Scrum framework. Scrum Masters are true leaders who serve the Scrum Team and the larger organization.
This is the section in the Scrum Guide that defines the Scrum Master as Leader first. Servant later (below.) The explicit mentioning of accountable and true leaders emphasises the new focus on leadership in a Scrum Master.
Does this support the ongoing discussion between Scrum Masters and Line Managers?
Who’s responsible for coding standards? Who is holding the team accountable when they do not adhere to the DOD? What about quality standards? The role of the QA lead? Yes to all who answer: The Team. They are collectively accountable. What if team dysfunction that a SM can’t solve on his own disrupt performance and quality? He has got no disciplinary status/power, and should not, in order to not restrict his coaching attitude?
There is an article on scrum.org that states that servant leadership is still useful.
Further consider the self-managing / self-governing ideas https://www.scrum.org/resources/blog/scrum-team-self-managing This article enables each organisation to create shared understanding on how much power lies within the team.
Since the Scrum master is accountable for the effectiveness of Scrum, he must facilitate shared understanding and agreement within the team and within the teams organisation.
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www.scrum.org www.scrum.org
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more emphasis on leadership
Where and how does it place more emphasis on leadership? (need to explore!)
Leading what? Quality goals? Coding standards? Dysfunctional behaviour? → Role of the manager working with a scrum team, within a scrum team, managing people that are part of a scrum team.
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When we hand things off, there are usually a set of concerns that we communicate explicitly. But as humans, the things that stoke our anxieties and erode our confidence in others are often the tacit concerns that we’ve failed to communicate but somehow expect people to ‘just know’
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- Mar 2021
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Ravelo, J. L. (2021). ‘Jeremy Farrar: COVID-19 Pandemic “Is Nowhere near Its End”’. Devex. https://www.devex.com/news/sponsored/jeremy-farrar-covid-19-pandemic-is-nowhere-near-its-end-99484.
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sloanreview.mit.edu sloanreview.mit.edu
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McLaughlin, A. L. and P. (n.d.). New Leadership Challenges for the Virtual World of Work. MIT Sloan Management Review. Retrieved June 5, 2020, from https://sloanreview.mit.edu/article/new-leadership-challenges-for-the-virtual-world-of-work/
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twitter.com twitter.com
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OC. (2021, January 22). Leadership. One of the most important and non-trivial steps taken by @JoeBiden is the decision to prioritize the protection of those at the highest risk. In Israel, our analysis shows that municipalities at low SES have the lowest rates of vaccination of at-risk populations.1/4 https://t.co/1aiqymQlMQ [Tweet]. @MDCaspi. https://twitter.com/MDCaspi/status/1352590064900038662
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- data
- pandemic
- lower socio-economic status
- healthcare
- elders
- policy makers
- data scientists
- municipalities
- transparency
- is:tweet
- leadership
- virus cases
- metric
- infections
- COVID-19
- accurate
- vaccination
- rates
- reduction
- vaccine
- vulnerable
- lang:en
- high risk
- education
- Israel
- policy experts
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BBC Worklife. (2020, October 23). Coronavirus: How the world of work may change forever. https://www.bbc.com/worklife/article/20201023-coronavirus-how-will-the-pandemic-change-the-way-we-work
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Ramamurti, R. (2020, October 27). Global Crowdsourcing Can Help the U.S. Beat the Pandemic. Harvard Business Review. https://hbr.org/2020/10/global-crowdsourcing-can-help-the-u-s-beat-the-pandemic
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www.edelman.com www.edelman.com
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2021 Edelman Trust Barometer. (n.d.). Edelman. Retrieved February 17, 2021, from https://www.edelman.com/trust/2021-trust-barometer
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psyarxiv.com psyarxiv.com
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Neville, F. G., Templeton, A., Smith, J., & Louis, W. R. (2021). Social norms, social identities and the COVID-19 pandemic: Theory and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/m9afs
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www.imperial.ac.uk www.imperial.ac.uk
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Imperial College London. ‘Report 34 - COVID-19 Infection Fatality Ratio Estimates from Seroprevalence’. Accessed 12 March 2021. http://www.imperial.ac.uk/medicine/departments/school-public-health/infectious-disease-epidemiology/mrc-global-infectious-disease-analysis/covid-19/report-34-ifr/.
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github.com github.com
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markdown-it is the result of the decision of the authors who contributed to 99% of the Remarkable code to move to a project with the same authorship but new leadership (Vitaly and Alex). It's not a fork.
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- Feb 2021
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psyarxiv.com psyarxiv.com
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Haslam, S. A., Steffens, N. K., Reicher, S., & Bentley, S. (2020). Identity leadership in a crisis: A 5R framework for learning from responses to COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/bhj49
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Establish structured daily check-ins: Many successful remote managers establish a daily call with their remote employees.
make sure there is space during standup for chit-chat.
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Time. ‘The Great Reset: How to Build a Better World Post-COVID-19’. Accessed 19 February 2021. https://time.com/collection/great-reset/.
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www.yourthoughtpartner.com www.yourthoughtpartner.com
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Building trust with your teams.
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docdrop.org docdrop.org
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We assume that the people who are in the bestposition to accurately assess the degree of bullshit in their organizations arethe people who work there; therefore, we set out to develop a reliable andvalid scale to measure employees’ perceptions of the extent to which bullshitexists in their organizations. Next, we turn to how we developed theOrganizational Bullshit Perception Scale (OBPS).
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Applying the logic of Petrocelli (2018), leaders will be driven to bull-shit when the social and professional expectations to have an opinion are high,and when they expect to get away with it. These two conditions are subject tohow (un)knowledgeable their audience is. Similarly, if leaders exhibit high levelsof overconfidence, and believe they are popular amongst their peers, this willmake them likely to engage in more bullshit-related behavior (Jerrim et al.,2019).
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getpocket.com getpocket.com
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“WHEN PEOPLE talk, listen completely.” Those words of Ernest Hemingway might be a pretty good guiding principle for many managers, as might the dictum enunciated by Zeno of Citium, a Greek philosopher: “We have two ears and one mouth, so we should listen more than we say.” For people like being listened to.
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tim.blog tim.blog
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take the case of an eighteen-month-old infant learning to talk. Imagine the father leaning over the crib in which his baby son is engaging in what the behaviorist B. F. Skinner calls the free operant; that is, he’s simply babbling various nonsense sounds. Out of this babble comes the syllable da. What happens? Father smiles broadly, jumps up and down with joy, and shouts, “Did you hear that? My son said ‘daddy.’” Of course, he didn’t say “daddy.” Still, nothing is much more rewarding to an eighteen-month-old infant than to see an adult smiling broadly and jumping up and down. So, the behaviorists confirm our common sense by telling us that the probability of the infant uttering the syllable da has now increased slightly. The father continues to be delighted by da, but after a while his enthusiasm begins to wane. Finally, the infant happens to say, not da, but dada. Once again, father goes slightly crazy with joy, thus increasing the probability that his son will repeat the sound dada. Through such reinforcements and approximations, the toddler finally learns to say daddy quite well. To do so, remember, he not only has been allowed but has been encouraged to babble, to make “mistakes,” to engage in approximations—in short, to be a fool. But what if this type of permission had not been granted? Let’s rerun the same scene. There’s father leaning over the crib of his eighteen-month-old son. Out of the infant’s babble comes the syllable da. This time, father looks down sternly and says, “No, son, that is wrong! The correct pronunciation is dad-dy. Now repeat after me: Dad-dy. Dad-dy. Dad-dy.” What would happen under these circumstances? If all of the adults around an infant responded in such a manner, it’s quite possible he would never learn to talk. In any case, he would be afflicted with serious speech and psychological difficulties.
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www.bmj.com www.bmj.com
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Baum, F., Freeman, T., Musolino, C., Abramovitz, M., Ceukelaire, W. D., Flavel, J., Friel, S., Giugliani, C., Howden-Chapman, P., Huong, N. T., London, L., McKee, M., Popay, J., Serag, H., & Villar, E. (2021). Explaining covid-19 performance: What factors might predict national responses? BMJ, 372, n91. https://doi.org/10.1136/bmj.n91
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wiobyrne.com wiobyrne.com
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The reason for this is that I am an ideas person and can come up with worthwhile projects and initiatives to advance the field and systems. I can work with people to get those initiatives kickstarted and get things rolling. Where I struggle is when the newness wears off, and people’s jobs get in the way.
I resemble this remark!
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- Jan 2021
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nintil.com nintil.com
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Apple had a very clever idea in defining Directly Responsible Individuals (DRIs) for everything. Having a name accountable instead of a vague "the team" or "the process" makes it easy to make changes
this is similar to my primary/secondary system at SingleStore
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They oversaw the development of playbooks and operating models and revamped corporate processes around such principles as agile funding and mission-oriented initiatives. At that point, everyone on a mission shared the same targets and worked collaboratively in two-week sprints. The organization began to deliver results much faster.
Results of business agility implementation
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Second, the leaders must drive agile behaviors broadly into the organization. This requires authentic belief in the behavioral changes required, as well as playbooks, processes, and support to enable the organization to work in a cross-functional, mission-oriented way.
Business Agility driving change of behavior within companies, reaching out the overall goal
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- Dec 2020
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marcorogers.com marcorogers.com
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engagement
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marcorogers.com marcorogers.com
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leading
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- Nov 2020
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blog.rlmflores.me blog.rlmflores.me
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leadership,technicalmanagement
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www.patkua.com www.patkua.com
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leadership
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- Sep 2020
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psyarxiv.com psyarxiv.com
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Van Bavel, J. J., & Myer, A. (2020). National identity predicts public health support during a global pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ydt95
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- Aug 2020
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twitter.com twitter.com
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James O’Brien on Twitter. (n.d.). Twitter. Retrieved August 30, 2020, from https://twitter.com/mrjamesob/status/1299248453416083456
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Rodela, T. T., Tasnim, S., Mazumder, H., Faizah, F., Sultana, A., & Hossain, M. M. (2020). Economic Impacts of Coronavirus Disease (COVID-19) in Developing Countries [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wygpk
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- Jul 2020
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Amat, F., Arenas, A., Falcó-Gimeno, A., & Muñoz, J. (2020). Pandemics meet democracy. Experimental evidence from the COVID-19 crisis in Spain. https://doi.org/10.31235/osf.io/dkusw
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www.thelancet.com www.thelancet.com
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Ivers, Louise C., and Daniel J. Weitzner. ‘Can Digital Contact Tracing Make up for Lost Time?’ The Lancet Public Health 0, no. 0 (16 July 2020). https://doi.org/10.1016/S2468-2667(20)30160-2.
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Song, S. (2020). China Experience in Controlling COVID-19. https://doi.org/10.31235/osf.io/gfnep
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osf.io osf.io
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Aksoy, C. G., Eichengreen, B., & Saka, O. (2020). The Political Scar of Epidemics [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p25nh
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- Jun 2020
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Mandalaywala, T. M., & Rhodes, M. (2020). Gender stereotypes about leadership in early childhood. https://doi.org/10.31234/osf.io/ytsbn
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www.revuegestion.ca www.revuegestion.ca
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leadership au sein de l'équipe de dirigeants
argument
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www.newscientist.com www.newscientist.com
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Liverpool, C. Q.-H. and L. (n.d.). Covid-19 news: WHO says poor global leadership making pandemic worse. New Scientist. Retrieved 23 June 2020, from https://www.newscientist.com/article/2237475-covid-19-news-who-says-poor-global-leadership-making-pandemic-worse/
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Buranyi, S. (2020). Scathing COVID-19 book from Lancet editor—Rushed but useful. Nature, 582(7813), 478–479. https://doi.org/10.1038/d41586-020-01839-y
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