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Archive for August, 2013

Model for PD at Henley

Those of you reading this who also maintain a Twitter account probably already know that with a little thought and some clever connecting, you can access a whole range of contacts, ideas, knowledge and links related to your interests or career there. If you have included being active on Twitter in the category of ‘Personal Branding’ and make use of it professionally in conjunction with, for example, LinkedIn, then it probably pays for you to spend some time giving irection to the list of those you are following (whilst keeping track of a whole load of wacky topics, celebs and funny tweeters as well).

Twitter, the micro-blogging website where any post is limited to 140 characters in length (in case you’ve been in the back of beyond for the last 5 years) encourages further exploration in two ways. First by you searching for #hash-tag denoted words, and the second by you searching for and then following “@” named users.

I was thinking about the things that interest me on this blog, and I came up with four categories to make some recommendations to check out and perhaps follow. Any text below that is in quotation marks is just the verbatim description from that Tweeter’s description, other comments are my own.

A. MBA
There are way too many resources on Twitter catering to all aspects of the MBA to cover in four, so this would need further expansion in the future, but here are my ideas:

1. @econwhichMBA
“The official Economist account for news and insights for Which MBA”. The Economist has a sales boost in its MBA ranking system, and business schools do their best to be the best in the list.

2. @TopMBA
A useful source of information from the company that organises many MBA fairs and events around the world. Worth looking at their web site.

3. @businessbecause
A networking account for those at all stages of their MBA. A bit “hit and miss” on the content of its tweets, but often with interesting links to articles etc.

4. @sustainableMBA
Just one example, of many possible choices, of an account run by someone with an MBA. Included here because I think the interest in sustainable businesses is vital for the MBA in the future

B. Personal Development
This is a huge category, and difficult to separate the wheat from the chaff (often bland or folksy quotes or endlessly re-churned lists). Avoiding the mundane PD self-help/self-improvement types, here are four possibilities:

5. @_robin_sharma
Interesting take on PD, Robin is a widely read author (I mean that in both senses)

6. @paulocoelho
Writer. Read on.

7. @alanwattsdaily
Not him, obviously, since sadly Alan died in the 1970s, but a way to see his eloquence, Tweet by Tweet

8. @careerealism
“Because every job is temporary”, Career and Job Search Resource

C. Reflective practice, education and management learning

This is quite wide as well, and actually there aren’t too many people dedicated to reflection in learning on Twitter.

9. @edutopia
“Inspiration and information for what works in education” Covers all types of education, so have to pick and choose from their links

10. @presentationzen
Garr Reynolds, author of a book designed (beautifully) to guide people away from awful powerpoint. Worth combining with Nancy Duarte’s “Resonate” and “Slide:ology” books, which all MBAs should own.

11. @sirkenrobinson
He of the classic TED.com presentations…

12. @hansrosling
He of the legendary TED.com presentations…

D. Systems thinking, Gregory Bateson, constellations and related stuff…

Could go anywhere, and include anything…

13. @whittingtonjohn
John is an amazing constellation therapist and professional developer.

14. @norabateson
Gregory’s youngest daughter, film-maker, thinker… director of the film  www.anecologyofmind.com

15. @eckharttolle

Eckhart is, er, actually, he’s a bit hard to define. Not always my style, but worth looking into, so to speak

16. @carolinelucas

Britain’s first ever Green MP!

Happy hunting. If anyone can recommend any sites in any of the categories above that they think worthy of a mention, then add a comment below.

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Someone recently asked this question on one of the LinkedIn groups I am a member of and it has prompted some thoughts to post in response. This, it turns out, has been in common with a host of other group members (incredible how some discussion threads quickly generate comments on LinkedIn while others flounder). With a few notable exceptions, however, many of those answers seem to me either fail to clarify or succeed in making matters even more muddled. But then, other people might well say the same of mine.

So, with additional embellishment here is my answer:

“1. Education in the specific sense of organised, social process (as opposed to euphemism for a more folksy ‘lessons learnt from whatever life throws at us’) is a categorical term, and therefore is a collective word to characterise a whole set of activities. As such, there is always a wider societal purpose that first frames the category, such as Dewey’s explicit 20th century notions of democracy or the implicit requirement for standardised knowledge and skills to meet a rapidly growing need for labour force in the 19th Century that preceded that.  In other words, the categorisation of education is itself categorised by historical context and reproduced by those taking part in it. The growth of public education has surely enabled many social and technical innovations, but not all frames have been positive ones and the topic, seen this way, will forever be unfinished and contested because society and science are themselves subject to change over time.

The modern purpose of Education is, or should be, emancipation – measured usually in terms of increased levels of freedom from control, or increased levels of freedom to choose. For many reasons, this is not often achieved but is remarkable for what can be achieved when it works. Ideally, as Sir Ken Robinson reminds us, education ought to be tailored to the potential of each individual, and informed by each person’s innate creativity. My own view is that the ultimate goal of emancipation in education should be to achieve “freedom from comparison”. That last part is not so easy to explain, so it may be a thread I need to develop in future blog postings.

2. Training is the term used for another category of activities, this time those designed to facilitate or demonstrate a given change in behaviour. The change may also be the potential for behaviour.

Training can be highly useful as a means of preparing people to undertake particular tasks and highly destructive if the motives behind the required change in behaviour are hidden or perverse. Training, like education (and coaching, for that matter), needs its own set of contexts to make any sense.

3. Coaching is the term used for a category of overt activities, tools, intentions etc. employed by one person to facilitate another person or group of persons in getting ‘unstuck’ by using certain presuppositions, such as that – aside from the presence of the coach – the coachees already have all the resources they need.

People are welcome to throw in their own ‘2 cents’.

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