Leadership Challenge #7

Module 13 ldc Steps 1, 2 and 3 on provocative question #7

Provocative Question #7 (LdC)

What does the literature suggest we should do to make our conversations about research meaningful to use as change agents/action researchers? Include Wenger and one other author.

The research suggests that in order to make research meaningful, we need to do a couple of things. First, we need to be working in collaborations and groups (such as communities of practice) in order to gain insight about an issue and be able to ask the right questions. When I think of traditional research, I would identify this as a needs assessment. The other thing that that research suggests is that we remove our previously held biases from the creation and analysis of our research. Another thing that I found quotes about was about legitimacy. Researchers needs to have a level of legitimacy among those they are researching. I think back to when I was in the Peace Corps. I had to meet the village elders and other leaders and have their approval before being able to do anything, including moving in.

Step 1. Prepare for an on-line Conversation

Quote/ideas from the book; applications/instances from your workplace setting	Page number
We don't usually think of the experience of meaning as a duality because the interplay of participation and reification remains largely unproblematic....It is this tightening of reification and participation that makes conversations such a powerful form of communication.	62
Competence may drive experience...Experience may drive competence.	138
...by taking advantage of partiality enabled by mutual engagement and not requiring everyone to share in the understanding of everything; if the worksheet was transparent to only one person to whom others could have access, that was good enough for all.	139
Peripherablity  and legitimacy are achievements that involve both a community and its newcomers and that do no presuppose a generational encounter free of conflicts...this perspective integrates the generational encounter into the processes of negotiation by which a practice evolves.	101
The job of brokering is complex. It involves processes of translation, coordination, and alignment between perspectives.	109
The notion of ownership does not imply that there is a single meaning attached to an event, action, or artifact...implies the plurality of perspectives that are involved in the negotiation of meaning.	201
Since I am beginning my cycle 0 interviews this week, seeking to identify meaningful research is definitely on my mind. I discussed with one person (associate dean, her interview is later this week) about how to ask appropriate questions that will fill a gap or the need for student retention.	Workplace
Since the election this week, I have heard and been a part of many conversations to talk about the future of public health, health sciences, nutrition, and other health related fields. My co-workers are fearful of losing grant monies and opportunities due to lack of funding with the upcoming administration. The talk turned to how to make the most of the funding and thus the research.	Workplace

Step 2. Hold an on-line Conversation

After participating/viewing the “fishbowl” conversation record notes here (below) about your responses to your peers or new thoughts based on their postings.  Be certain your notes here are comprehensive, as were your responses to peers. (If you participate as a “fish,” in the fishbowl your notes, which should be entered below, can be much more succinct.) (This space expands to accommodate your writing.)

William - Focus on communication piece. page 269, if an institutional setting of learning does not offer new forms of ID that is meaningful forms of membership and ownership, it will reinforce outside meanings and ownership. Fullan and Scott, Turnaround, ownership like learning is best created through two way communication, inviting people who will be impacted with focus on results. All members need to claim ownership and engage participation.

Randy - building a team in a student services environment, ensure we are pulling in varying experiences. One would do well to be suspicious of any training scheme that is purely extractive in nature. By this I mean schemes that extract requirements, descriptions, artifacts, and other elements out of practice, transform them out of institutional artifacts such as course, manuals, procedures and the like and then redeploy them...ignores effect on learning. Being thoughtful and intentional with our young people, look at everyone's experiences and look at the research in the context in which we will be doing research. People partially construct their own realities, filter experiences through existing constructs. People come with background biases.

Toya - page 220, What makes information knowledge, what makes it empowering is the way in which it can be integrated within an identity of participation. When information does not build up to an identity of participation, it remains alien, literal, unnegotiable. Her PoP is regarding building teachers' identities and building those up. What is suggests regarding our conversations about research, keep an open mind about it, it becomes more valuable like buy in. Outside quote - Hammond page 171, If universities are to continue to contribute to the education of teachers they need to pursue ideals of practice and truth building, honoring practice with conjunction of research and experience, reach beyond their personal boundaries. Need to be active with our research.

Ruby - making research meaningful, focus and pull what we need, need to share research, try to get them to understand what it means to them. Page 250, with respect to newcomers, it may be better to interspace moments of information sharing with moments of peripheral engagement and practice, download all the constant training and call that learning. How to influence people from intrapersonal to interpersonal dialogues. Giving small tidbits of information

Brennan - page 275, in order to combine engagement, imagination, and alignment, learning communities cannot be isolated. They must use the world around them as a learning resource and be a resource for the world. Our contexts, local and larger, research links these together.
 

Step 3. Determine your Leadership Challenge/new leadership challenge

Based on your own quotes/ideas from Wenger, your workplace experiences, and new insights you developed as you reflected on your peers’ work, what behavior do you want to experiment with/try out for your leadership challenge in the next few days? (Write one sentence.)

 I would like to bring up at the next faculty town hall meeting (lead by my manager for our school, Monday November 14 afternoon) the way in which we can expect our funding may be impacted by the changing of the presidential administration and how we can engage our research.

Step 4. Implement and Reflect

I have brought up my thoughts at the town hall meeting. Quite frankly, it turned into a forum to vent fears, frustrations, and other opinions. I do not know if it necessarily accomplished and went in the direction I was hoping, but I see that it was useful. I think people needed a place to be heard and it formed a lot of bonds between us. We formed more of a community and relationship with each other (building identity and investment). This can be used in the future for other explorations, and even revisiting this topic later on.

Leadership Challenge #6

Module 11 ldc Steps 1, 2 and 3 on provocative question #6

Provocative Question #6 (LdC)

Note: You will use the "Simon Sinek: How Great Leaders Inspire Action" video from TEL 703 Readings in your leadership challenge activities for this Module (in addition to Wenger).

As your identity changes, what can you do to foster continued connections and even grow your engagement in COPs that can influence your ability to innovate?

I think that I would be wanting to embrace more communication with my COPs in order to keep developing my identity. I feel that as my identity changes, I still have the opportunity to push my development and enrich my experiences. There is only one way to do this: being an active participant. By doing this, I will help to promote activities and discussions with my colleagues so that we can learn to ask questions and seek out exposures to other viewpoints. I see that building upon an identity may push me out of some COPs; however, for the most part, I see it as an enrichment process.

Step 1. Prepare for an on-line Conversation

Quote/ideas from the book; applications/instances from your workplace setting	Page number
A defining characteristic of participation of the possibility of developing an "identity of participation", that is, an identity constituted through relations of participation	56
The experience of identity in practice is a way of being in the world. It is not the equivalent to a self-image; it is not, in its essence, discursive or reflective.	151
Identity as a relation between the local and the global. We define who we are by negotiating local ways of belonging to broader constellations and of manifesting broader styles and discourses.	149
We are always simultaneously dealing with specific situations, participating in the histories of certain practices and involved in becoming certain persons.	155
I recently got a new role that will start in January being the program degree coordinator. I will still be teaching (three classes), but taking on this administrative role. I am not sure how this will change my identity as my relationships and identity changes.	Workplace
I talked with some of my students about a mentoring program (bouncing intervention ideas off of them) and they were saying how helpful it would be to have a guiding hand with a lot of what they are going through. It seems like part of their nervousness with approaching school and grad school and to do with where they saw themselves fitting in.	Workplace
re: Alignment... It gives up some of its ability to combine institutional reification with local participation, to engage the designed with the emergent, to connect the global with the local, and to inspire identification with negotiability.	261
Indeed, the kind of personal investment and social energy required for creative work are not a matter of institutionalized compliance or abstract affiliation; they are a matter of engaging the identities of participants.	253

 

Step 2. Hold an on-line Conversation

After participating/viewing the “fishbowl” conversation record notes here (below) about your responses to your peers or new thoughts based on their postings.  Be certain your notes here are comprehensive, as were your responses to peers. (If you participate as a “fish,” in the fishbowl your notes, which should be entered below, can be much more succinct.) (This space expands to accommodate your writing.)

Quote/Application #1 - Identification is not merely a subjective experience, it is socially organized. p. 192. - Her ID as a lecturer (Criminal Justice Department) has been developed as a result of the relationships she's forming. Originally, in person only, now fully online. Develop online templates, ID forming through this online teaching and development and now through action research and this program.

Quote/Application #2 - People don't buy what you do; they buy why you do it and what you do simply proves what you believe. - Simon Sinek, Ted Talk

Leading my example, walking the walk and talking the talk. Her research is about technology and how to integrate it into their practice, show by demonstration, become a subject area expert in order to better communicate the technology. Show the technology value in the classroom, have ownership

Quote/Application #3 - All the great and inspiring leaders and organizations of the world think, act, and communicate in the exact same way and it is the complete opposite to everyone else. - Simon Sinek, Ted Talk

Making sure to communicate the "why" behind the innovation and what people are doing. More important than the what, or how. Opposite of what people traditionally think about. Why is part of the belief system, encourages people to feel passionate about, invest in it. “Why” is what their purpose is, their cause, their belief… why they exist. Why should anyone care? Inspired leaders/organizations thinking, act, and communicate from the inside out.

Quote/Application #4 - From this perspective [paradigmatic trajectories] a community of practice is a field of possible trajectories and thus the proposal of an identity. p.156

This quote seemed to me to be very applicable to our provocative question, because it references the possibility of the development of either a new or ongoing identity.  Identity, then, can be proposed and negotiated among members of a community of practice.  This is a moment in which history, or possible pasts, and the possible futures converge in the present time to create a space for mutual engagement.  These paradigmatic trajectories embody the history of the community through the very participation and identities of the practitioners. Maintaining an open dialogue with these members can help to grow engagement in our community of practice and motivate our members to innovate.  

Quote/Application #5 - An identity, then, is a layering of events of participation and reification by which our experience and its social interpretation inform each other.  As we encounter our effects on the world and develop our relations with others, these layers build upon each other to produce our identity as a very complex interweaving of participative experience and reificative projections. p.151
Through a regional group, we have developed a community of practice related to the completion agenda and closing the achievement gaps.  This started as a local participation, but as we all started to expand our learnings and interpretations among various colleges and programs, we have broadened our scope, understandings, and contextualized differences, but the combination of the various expertise and the complexity of the context has deepened our identities and relations with each other related to this community. Challenge of changing habits and roles. Routine, shy away from such changes

Quote/Application #6 - People don’t buy what you do they buy why you do it. - Simon Sinek

Quite often people tend to base one’s value solely on that of their accomplishments.  But there is more to it than just that. When thinking about COP and identifies as a member it will will lead to the solidification of membership. Need active participation, not about who you are but what you do to add value and why you do it. In other words, what is your purpose that drives your personal practice and how can others learn, be moved, or buy-in to that of what you do?   

Step 3. Determine your Leadership Challenge/new leadership challenge

Based on your own quotes/ideas from Wenger, your workplace experiences, and new insights you developed as you reflected on your peers’ work, what behavior do you want to experiment with/try out for your leadership challenge in the next few days? (Write one sentence.)

I would want to actually meet with one of my co-workers to talk about my new role and place within the department and school. He used to be a lecturer and then moved into the new role as I will be but for a different department.

 

Step 4. Implement and Reflect

November 8 - I am still awaiting time to meet with my co-worker. He has yet to get back to me about meeting with me formally. We have briefly talked about the added responsibilities of the position, in particular the additional committees and meetings to attend. As far as identity, this still remains a mystery.
November 13 - So this leadership challenge was a bit of a bust. We were never able to catch up together. We will be in the same meeting at the end of next week, so perhaps then I can corner him for a few minutes.

Leadership Challenge #5

Module 9 Ldc reflection on provocative question #5

Provocative Question (LdC)

As related to your job, how is change initiated in your organization? Do CoP's matter in the process of initiating change? ...of operationalizing change efforts? ...of institutionalizing change?

Change is initiated two ways in my organization. First there are changes that we are told about from our administration. This includes our dean, associate deans, and departmental managers. These are often given without any discussion or option for negotiations. We are currently going through major reorganization within our school. Some people will be staying with our school, others will be moved to another college, and one, me, will be moved to a different department. It is unclear how the changes will be implemented or when; however, we were told it will be happening. This lack of communication and input has made many of us feel powerless and not engaged.

The other way that change may be initiated is on a small scale from the faculty themselves. This normally occurs on an individual level. We may see a need within our classrooms and then we talk to our immediate supervisors for approval to make a change. Occasionally, these changes may be discussed at our school meetings for either input or sharing the knowledge. There is a lot more flexibility and freedom in the development and initiation of these types of changes.

Reflect on Module 9 LdC Step 1 – Prepare for an online conversation

Copy and paste the matrix of quotes/ideas that you developed for the Module 7 LdC and upon which you implemented your Leadership Challenge (LdC).

Quote/ideas from the book; applications/instances from your workplace setting (from last week)	Page number
The fields of identification and negotiability are not necessarily congruent. In organizations, many people below where they have little say and many have a say where they do not belong. Yet the two fields are related. The field of negotiability will affect how communities of practice direct their allegiance. It will affect how their members perceive the scope of their influence and the purview of their contributions…Most of all the field of negotiability will affect what they care about because they can have an effect on it.	page 248
Often change comes from the administration. They are given without any discussion or option for negotiations. We are currently going through major reorganization within our school. This lack of communication and input has made many of us feel powerless and not engaged.	Workplace
I formed the Public Health Student Association as I saw a need for the public health students have a community within our school/college. This change was supported with my boss and she literally told me to run with it.	Workplace
Once something has become negotiable, it expands our identities because it enters the realm of what we can do something about.	page 248
...a joint enterprise does not mean agreement in any simple sense. In fact, in some communities, disagreement can be viewed as a productive part of the enterprise. The enterprise is joint not in that everybody believes the same thing or agrees with everything, but in that it is communally negotiated.	page 78
The repertoire of a practice combines two characteristics that allow it to become a resource of the negotiation of meaning: 1) it reflects a history of mutual engagement 2) it remains inherently ambiguous.	page 83
I have insisted that shared practice does not itself imply harmony or collaboration.	page 85
Through mutual engagement, participation and reification can be seamlessly interwoven. A joint enterprise can create relations of mutual accountability without ever being reified, discussed, or stated as an enterprise.	page 84

Reflect on Module 9 LdC Step 2 – hold an online conversation

Copy and paste your notes from your on-line conversation from Module 7 LdC and upon which you implemented your Leadership Challenge (LdC).

It is our group's turn for the fishbowl. 

My quote: Page 248 – The fields of identification and negotiability are not necessarily congruent. In organizations, many people below where they have little say and many have a say where they do not belong. Yet the two fields are related. The field of negotiability will affect how communities of practice direct their allegiance. It will affect how their members perceive the scope of their influence and the purview of their contributions…Most of all the field of negotiability will affect what they care about because they can have an effect on it.

Deborah's quote page 94 - Constant change is so much a part of day-to-day engagement in practices that it largely goes unnoticed...There is a stake in continuity - at the level of the institution, and at the level of the community of practice as well.

Eric's quote page 214 - ...A well-functioning CoP is a good context to explore radically new insights without becoming fools or stuck in some dead end... when these conditions are in place, CoP are a privileged locus for the creation of knowledge.

Rachel's quote pages 73-74 - being included in what matters is a requirement for being engaged in a COP, engagement is what defines belonging.

Jose's quote page 209 - A community of practice is at once both a community and an economy of meaning. The definition of a joint enterprise bring the community together through the collective development of a shared practice.

Reflect on Module 9 LDC Step 3 – determine your leadership challenge

What behavior did you experiment with/try out for your leadership challenge last week?
(Write one sentence.) 

I would like to carry on with my previous leadership challenge and reach out to my group I created last time, trying to establish ideas of socially shared regulation (define a vision and mission).  

What did you end up doing for your leadership challenge last week?
(Write one sentence.)

I have proposed to my group (CoP) that we form some goals about the purpose of our virtual conversations and informal meetings. 

Reflect on Module 9 ldc Step 4 – assess and reflect on your leadership challenge

How did your change in behavior affect others in your Community of Practice? Tell the story of what happened.  
(Be brief.  Write 2-4 sentences.)

I tried to engage and start conversations within my Community of Practice. I found that there was a delay of reaction from the others in the community. One person is not engaging at all.

Reflect on your experience with the Leadership Challenge for this module. 
(Be verbose.  Write 2-3 paragraphs.)

I found that by me initiating the conversations, it was more exhausting for me compared to others. I put quite a bit more effort in comparison. This actually made me a bit disillusioned and discouraged. I felt like I was the only one invested. I do not feel like there is a socially shared responsibility, but rather my responsibility. I do not feel like we have a shared identity. I know that these things take time to develop and I am hopeful that with continued conversations, we can develop a sense of connection.

This was not exactly a huge change for me. I find that I tend to take the lead on things more often than not in an effort to build and keep momentum. Again, I am hopeful that this is something that I can step back on and allow for others to take more of the lead.

Based on your own quotes/ideas from Wenger, your workplace experiences, and new insights you developed as you reflected on your peers’ work, what behavior do you want to experiment with/try out for your leadership challenge in the next few days?
(Write one sentence.)

I am thinking that I want to give out "assignments" as a challenge to my CoP.

Leadership Challenge #4

LdC Template

Module 1 ldc Steps 1, 2 and 3 on provocative question #1

Provocative Question #1 (LdC)

How can your behaviors shape your action research study to be a collaborative action research study?

Collaborative action research is the process in which participants systematically examine their own educational practice for the purpose of increasing learning of students, teachers, or others. As with most things, I see the link with action research as the need to be an active participant in the process. So relying on those participants, including the students, to be collaborators on the research with the purpose of improving the situation (in my context, increase retention by increasing self-efficacy and self-regulation) is vital in understanding the problem and possible solutions. Multiple perspectives help with attacking the problem at hand. I also see it as a way to engage others (and myself) in the process. This buy-in in important for creating sense of ownership and commitment. My own self-regulation of learning will shape my study as I reflect on how I have approach my own academic success and how I may sympathize with my students.

 

Step 1. Prepare for an on-line Conversation

 

Quote/ideas from the book; applications/instances from your workplace setting	Page number
...a joint enterprise does not mean agreement in any simple sense. In fact, in some communities, disagreement can be viewed as a productive part of the enterprise. The enterprise is joint not in that everybody believes the same thing or agrees with everything, but in that it is communally negotiated.	page 78
The repertoire of a community of practice includes routines words, tools, ways of doing things, stories, gestures, symbols, genres, actions or concepts that the community has produced or adopted in the course of its existence, which has become part of its practice.	page 83
Accountability to the enterprise...the ability to understand the enterprise of a community of practice deeply enough to take some responsibility for it and contribute to its pursuit and to its ongoing negotiation by the community.	page 137
Negotiability of a repertoire ... As an identity, this translates into a personal set of events, references, memories, and experiences that create individual relations of negotiability with respect to the repertoire of practice.	page 153
This past week, there are more talks about the direction of public health department. It seems that there is a lack of collaboration as there are two distinct groups. The current director and the new interim director. There is a lack of communication.	Workplace
On Friday, there was the fall conference for the AZPHA. As a member of the board, I was one of the people helping to put on the event. It was definitely a group effort with various levels of motivation and identities.	Workplace
Shared histories of engagement can become resources for negotiating meaning without the constant need to "compare notes".	page 84
Mutual engagement does not entail homogeneity, but it does create relationships among people.	page 76

 

 

Step 2. Hold an on-line Conversation

After participating/viewing the “fishbowl” conversation record notes here (below) about your responses to your peers or new thoughts based on their postings.  Be certain your notes here are comprehensive, as were your responses to peers. (If you participate as a “fish,” in the fishbowl your notes, which should be entered below, can be much more succinct.) (This space expands to accommodate your writing.)

page 268 - paragraph 2 - the ability to apply learning flexibility ... deepening negotiating of learning, lived situations, generality is a problem more about identity - carries experience from context to context. Be flexible with behaviors like growth mindset (what does it mean in their classrooms), it will differ for each teacher, need to collaborate, how to develop it in the students, focus on modeling

page 74 - being included in what matters is requirement for being engaged in community of practice, define as membership, inclusion brings engagement then engagement brings belonging. Need to engage people at all different levels for belonging. Connection to Switch from last semester and leadership, shows people are receptive to developing new identity, creating sense of belonging and collaboration, seeing the barriers in IRBs...don't make assumptions

page 227 - encourage group learning, collaboration is central to that, seeing it at the heart, learning is fundamentally experimental and social, our own experience is necessary. groups can form more boundary experiences with others, but bringing people together can foster positive learning environments

page 214 - a well function CoP explores new radical insights, history of mutual engagement around joint enterprise is ideal for learning edge learning, bond and respect. PoP will take a large amount of collaboration, filling capacity for education in offenders, best strategy is through education, need a team approach, multidisciplinary approach

page 271 - unlike in a classroom, participants contribute in independent ways, material for identity, enterprise of the community, engagement. Common theme to connect each other. need to connect the individual experience in the context of the group and community of practice

 

Step 3. Determine your Leadership Challenge

Based on your own quotes/ideas from Wenger, your workplace experiences, and new insights you developed as you reflected on your peers’ work, what behavior do you want to experiment with/try out for your leadership challenge in the next few days? (Write one sentence.)

I would like to carry on with my previous leadership challenge and reach out to my group I created last time, trying to establish ideas of socially shared regulation (define a vision and mission). 

Step 4. Implement and Reflect

I have proposed to my group (CoP) that we form some goals about the purpose of our virtual conversations and informal meetings. We decided that we merge it with our involvement in the Arizona Public Health Association. That is, we would evaluate how to increase student engagement in public health and in the association. Then figure out the best way to meet their needs through professional training opportunities and other networking events. These will come from discussions that we have with member students, as well as our own personal experiences with teaching.

Leadership Challenge #3

LdC Template

Module 5 Ldc reflection on provocative question #3

Provocative Question #3 (LdC)

How can I positively influence my CoP through participation in “broader configurations of networks”?

When I think of networks, I think of communities of learning, that is networked learning. I use CoPs as a way to learn from others and open my eyes to different possibilities. It also allows for the sharing of resources that would not have occurred previously. Networks and CoPs are not necessarily one in the same, but networks may give us something that CoPs cannot. Diversity. This is necessary for that expansion of worlds, see how we relate to one another. When I participate in larger networks, I am able to help drive the community and conversations forward. I cannot just attend or be a wallflower in the CoPs since that does not positively influence, but more so will inhibit the flow of ideas.

Reflect on module 3 LdC Step 1 – Prepare for an online conversation

Copy and paste the matrix of quotes/ideas that you developed for the Module 5 LdC Provocative Question #3 and upon which you implemented your Leadership Challenge (LdC).

Quote/ideas from the book; applications/instances from your workplace setting	Page number
Participation as both action and connection - need to have both to have participation	page 55
Reification - to treat (an abstraction) as substantially existing, or a concrete material object - relating back to networks, not necessarily CoPs (broader than CoPs)	page 58
Leadership hierarchies can inhibit the process and benefits of CoPs	pages 261-262
Ownership of meaning - making the meaning/object an extension of ourselves - leading to leadership	page 200
This example is more for this upcoming week. I am meeting with a couple of students to try to get them to have more ownership over their work, to keep them engaged in the class. They are freshman and have not met deadlines on a consistent basis or attend class most days. I am wanting to talk to them to see what is going on and to see if there are ways to get them connected with other students, their peers in the program, to help keep them motivated.	Workplace
The Public Health Student Association met a couple of weeks ago and they are planning their first event. (I am the faculty advisor.) I am working with them on ways to promote the public health messages important to them and how to bring in speakers that will help expose them to new ideas around public health (participation as action and connection).	Workplace

Reflect on module 3 LdC Step 2 – hold an online conversation

Copy and paste your notes from your on-line conversation from Module 5 LdC and upon which you implemented your Leadership Challenge (LdC).

p 234 - in process of learning, community must have access to other practices. William reached out to an economist for part of his leadership challenge, having input from outside the CoP is helpful to address PoP fully; "Professional Tunnel Vision" - we get stuck in our practices and do not look outside for expertise which could be helpful, including outside voices, add to community discourse

p 234 - every practice is hostage to its own past. She reached out to other types of schools to see if they're seeing the same concerns as she sees, including those within her school for those new to the school. Satisfaction of life - other mental health areas; focus on locus of control. They are seeing it...what are they doing to move people into a new frame of thought, keeping them focused and moving forward. If we stay in the same place as where we have been, we are not going to move forward (move beyond what we have always done)

p 256 - carefully managing boundaries...help prevent the deepening of communities from evolving into fractioning - new opportunities for learning instead, interdepartmental conversations, talk to others who still have stakes (stakeholders) in the community. His goal is to connect the trainers with their clients...different discussions on training and education, realize that our learning and development is more than our little box

p 245 - institution of practice cannot merge because they are different entities, relation between them are negotiating alignment, must constantly be changed and negotiated. He has worked with the college institution and corporate institution. How to streamline all of these things and process them of his team in a start up environment, how do you not stress people out by overwhelming people. We have to look at the desired outcome and work on how to do that (the steps and processes), keeping the people in mind who are carrying it out

p 276 - important function of educational design is to maximize rather than avoid corrections among generations that interlock histories. Taking what is already there and embracing it and giving it its due justice. Embrace the previous generations, understand but also embrace the other layers that are involved in our CoP (the other broader configurations, networks) and what they bring to the table

How to keep the "us" and "them" out of the conversation

Being more intentional for our processes rather than just the outcome (the goal). How to work together intentionally and work together

 

Reflect on module 5 LDC Step 3 – determine your leadership challenge

Expand your social network to include knowledgeable individuals beyond your workplace setting. Find 10-3 others not in your institution, who have a similar problem as yours. Establish a dialogue with them whereby you compare situations and learn from one another's experiences.

 

Submit the channel you used to connect (Facebook, LinkedIn, Google Alerts, discussion boards, email, phone call, etc.), who you connected with (a group or individuals), and a summary of your interactions thus far.

 

I have emailed three people each from a different institute. I have not heard anything back from them (yet). I have established contact with them previously through AzPHA and know that they are active members within academia and public health in Arizona.

 

Kim Bentley - Central Arizona College, Faculty

Kim Barnes - University of Arizona, Faculty

Holly Orozco - Director of Public Health Programs

Update 09/20/2016: I have heard back from two of the people I reached out to. Kim Barnes asked for more information as far as what I am researching. Holly Orozco did as well and offered some things to think about as I approach the topic. In particular, making sure that I keep my research on novel ideas to improve the body of research. I was a bit shocked in one way because she asked what SES stood for. This is something I was not expected since she has been working on public health for many years and this is a very common term. Then again, it was a good learning experience not to assume that others are familiar with the same things. Assumptions is how you can get into trouble with communication (or the lack thereof!).

Update 09/26/2016: I have heard back from everyone now. We started some preliminary discussion about perceived concerns for students and retention. I did have some difficulty with one person as every time someone put forth and idea, this person kept knocking everyone down, stating that their idea was fine but could be better. The environment has turned negative.  

 

 

Reflect on module 5 ldc Step 4 – assess and reflect on your leadership challenge

Some prompts to help the juices flow, but it is not mandatory that you use any/all of these:

·         Was your behavioral change supported by CoP theory? Explain.

·         Was this change really a challenge for you? Why?  (cont. next page)

·         Did you “Lean In” for this challenge? How far? Could you have leaned further? If so, why did you hold back?

·         Did your behavioral change trigger changes in response from others? Was it a positive or a negative response? Why do you think this is so?

·         What do you think would happen if you sustained this behavioral change over time? Why do you think this is so?

·         What would Wenger say?