Why am I me?

2019 ◽  
Vol 15 (1) ◽  
pp. 19-31
Author(s):  
Oluseyi Matthew Odebiyi ◽  
Cynthia Sunal ◽  
Dennis Sunal
Keyword(s):  
Design Methodology ◽  
Individual Development ◽  
Self Awareness ◽  
Public Places ◽  
Content Type ◽  
Young Learners ◽  
Early Grades ◽  
Everyday Experiences ◽  
Young Students

Purpose The purpose of this paper – an early grades lesson set for ages 4–7 – is to explore the concepts of identity and individual development, involving young students in reflection on their own identity as they have everyday experiences. This lesson set uses the book, Why am I me?, as a resource to portray typical young learners’ exploring their identities as they encounter others at school and in public places. Design/methodology/approach The storyline describes students’ identity and how students can contribute to promoting oneness and compassion at school. Findings The storyline describes how young learners think about themselves and others as unique individuals while also recognizing the characteristics connecting individuals together and making us human. Originality/value The aim is to help young learners develop self-awareness and awareness of others. The lesson sequence builds awareness on nurturing connection, compassion and oneness among young learners.

What if you are someone new?

2020 ◽  
Vol 15 (2) ◽  
pp. 141-154
Author(s):  
Oluseyi Matthew Odebiyi ◽  
Cynthia Sunal ◽  
Dennis Sunal
Keyword(s):  
Design Methodology ◽  
Immigrant Students ◽  
Opportunities To Learn ◽  
Domestic Students ◽  
Content Type ◽  
New School ◽  
Young Learners ◽  
The Usa ◽  
Sources Of Support ◽  
Young Students

PurposeThis early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.Design/methodology/approachStudents are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.FindingsThe books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.Originality/valueSomeone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.

Employee's lying behavior and the role of self-awareness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kirk Chang ◽  
Sylvain Max ◽  
Jérémy Celse
Keyword(s):  
Design Methodology ◽  
Deductive Reasoning ◽  
Research Approach ◽  
Self Awareness ◽  
Laboratory Setting ◽  
Content Type ◽  
Quasi Experimental ◽  
Research Findings ◽  
Practical Implications

Purpose Employee’s lying behavior has become ubiquitous at work, and managers are keen to know what can be done to curb such behavior. Managers often apply anti-lying strategies in their management and, in particular, the role of self-awareness on lying intervention has drawn academic attention recently. Drawing on multi-disciplinary literature, this study aims to investigate the efficacy of self-awareness in reducing lying behavior. Design/methodology/approach Following the perspectives of positivism and deductive reasoning, a quasi-experimental research approach was adopted. Employees from Dijon, France were recruited as research participants. Based on the literature, different conditions (scenario manipulation) were designed and implemented in the laboratory, in which participants were exposed to pre-set lying opportunities and their responses were analyzed accordingly. Findings Unlike prior studies which praised the merits of self-awareness, the authors found that self-awareness did not decrease lying behavior, not encouraging the confession of lying either. Employees actually lied more when they believed other employees were lying. Practical implications This study suggests managers not to rely on employee’s self-awareness; rather, the concept of self-awareness should be incorporated into the work ethics, and managers should schedule regular workshops to keep employees informed of the importance of ethics. When employees are regularly reminded of the ethics and appreciate its importance, their intention of lying is more likely to decrease. Originality/value To the best of the atuhors’ knowledge, the current research is the first in its kind to investigate lying intervention of employees in the laboratory setting. Research findings have brought new insights into the lying intervention literature, which has important implication on the implementation of anti-lying strategies.

When is green a purchase motive? Different answers from different selves

2018 ◽  
Vol 46 (1) ◽  
pp. 21-33 ◽  
Author(s):  
Rita Martenson
Keyword(s):  
Competitive Advantage ◽  
Structural Equation ◽  
Design Methodology ◽  
Social Benefits ◽  
Self Awareness ◽  
Consumer Survey ◽  
Content Type ◽  
Equation Modelling ◽  
Purchase Criteria ◽  
Practical Implications

Purpose The purpose of this paper is to provide new ways of thinking about what motivates consumers to choose the green alternative, ideas that will be helpful in reducing the unsatisfactory green attitude-behaviour gap. Consumers have many self-aspects. This paper shows why it is necessary to activate consumers’ pragmatic selves if we want to predict purchase behaviour. The pragmatic self is concerned with costs and reference prices. When researchers activate consumers’ idealistic selves, they get idealistic answers which deviate from actual behaviour. The study also distinguishes between green alternatives with desirable green or non-green self-benefits, and green alternatives with other-benefits that are difficult to comprehend. Design/methodology/approach This study is based on a consumer survey and the data is analysed with structural equation modelling. The concept environmental colour is introduced to understand purchase differences between different consumer segments on the market. Findings This study shows that consumers buy benefits, which is why dark brown consumers choose the green alternative when it has a competitive advantage. It also shows that the propensity to choose the green alternative is highest among consumers who in addition see green as a benefit and have the habit of buying other green products. Another result is that the green consumers have higher self-awareness than brown consumers and are very cost conscious. Practical implications Good decisions are based on what consumers actually do, not what they say they would like to do. This paper offers practical help on understanding consumers’ purchase criteria and how to activate their pragmatic selves. Much more could be done to promote the pro-self and pro-social benefits of making sustainable choices. Social implications To get a sustainable world, it is urgent to understand what motivates consumers to pay extra for environmentally friendly alternatives. Originality/value This paper offers new theoretical insights on how researchers can reduce the green gap.

Effective leadership today – character not just competence

2016 ◽  
Vol 44 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Brian Leavy
Keyword(s):  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Business Success ◽  
Self Awareness ◽  
Content Type ◽  
Key Skills ◽  
Self Development ◽  
New Directions ◽  
Primary Focus

Purpose – Three recent publications by noted authors offer valuable insights into the new directions that leadership development thinking and practice now need to take, with all of three books placing particular emphasis on the importance of character, identity and values, not just competence. Design/methodology/approach – Organizational psychologist Fred Kiel’s book, Return On Character sets out to show that the strength of a leader’s character is an important driver of business success and to examine the implications for leadership development. Discover Your True North by Harvard professor and former CEO of Medtronic Bill George examines why the self-development process of discovering one’s core values and passion (authenticity) to lead is essential to becoming an engaging and empowering leader. The theme of leadership as a life-long developmental challenge is Robert Kaplan’s primary focus in What You Really Need to Lead. Findings – Kiel’s data revealed a clear relationship between the strength of a leader’s character and demonstrated mastery of these key skills, with virtuosos “consistently” outperforming their more self-focused peers. Originality/value – One of the reasons that character matters is that leaders who more consciously and persistently search for greater self-awareness over the course of their careers tend to become ever more capable of questioning “not only the ideas of others” but even their “own most cherished beliefs,” and as a result, their understanding of their life, their business, their marketplace, and the global forces that shape them “enters a state of continual growth and development.”

scholarly journals Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jodie Lynn Brinkmann ◽  
Carol Cash ◽  
Ted Price
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Role ◽  
Cognitive Coaching ◽  
Crisis Leadership ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Content Type

PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.Research limitations/implicationsInvestigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.Originality/valueThe cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Challenging experiences: recommendations for promoting individual development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sheldon Carvalho ◽  
Charles Carvalho ◽  
Fallan Kirby Carvalho
Keyword(s):  
Design Methodology ◽  
Individual Development ◽  
Positive Outcomes ◽  
Review Of The Literature ◽  
Content Type

PurposeExisting research on challenging experiences has focused primarily on the positive outcomes of these experiences for individuals and organizations. However, some studies have also highlighted the potential downsides to these experiences. This paper offers recommendations for organizations, including specific actions and interventions to foster development using challenging experiences.Design/methodology/approachThe authors reviewed the academic and practitioner literature on challenging experiences to formulate their recommendations.FindingsBased on a review of the literature, the authors offer five recommendations for organizations to manage challenging experiences effectively and, thus, foster the development of their employees.Originality/valueThe authors hope that the adoption of their five recommendations may assist organizations in improving their leadership bench strength.

Enactive management: dancing with uncertainty and complexity

Kybernetes ◽  
2014 ◽  
Vol 43 (8) ◽  
pp. 1237-1247 ◽  
Author(s):  
Osvaldo García de la Cerda ◽  
María Soledad Saavedra Ulloa
Keyword(s):  
Structural Dynamics ◽  
Educational Program ◽  
Design Methodology ◽  
The Body ◽  
Self Awareness ◽  
Content Type ◽  
Organizational Contexts ◽  
Practical Implications ◽  
High Uncertainty

Purpose – The purpose of this paper is to present and explain an enactive tool to be used by managers to move effectively in the context of high uncertainty and complexity that organizations nowadays operate. Design/methodology/approach – The approach raises in the enactive management that focusses on the ability of the manager to incorporate distinctions as an observer and self-observer to design interactions that can move the situation to be transformed. The key ontological tool that allow this learning is called CLEHES©. Findings – Using a soft technology as CLEHES, re configures the ways to observe and self-observe of manager and opens the design possibilities of the situation in which the organization is. Managers become choreographers in the sense they can design and move the interactions they observe. The embodied us of this tool requires an educational program that takes the form of hermeneutical laboratory where managers incorporate distinctions in the body and change the perspective they enact. Practical implications – This approach evokes changes in the observer and the enactor situation/situated in the organizational areas where the manager is responsible. Originality/value – A different and nurturing technology to self-observer and observation, allow enactive management in multiples domains and organizational contexts where the manager dance. The structural dynamics of the CLEHES dimensions creates multiples realities, through enactive conversations in a learning self-awareness process.

Reaping rewards of self-awareness

2016 ◽  
Vol 30 (4) ◽  
pp. 24-26
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Well Being ◽  
Cutting Edge ◽  
Self Awareness ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Self-awareness was positively associated with job-related well-being and was improved by training. Employees reported gaining a greater appreciation of diversity, improved communication with colleagues and increased confidence. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Learning through reflection: the critical role of reflection in work-based learning (WBL)

2015 ◽  
Vol 7 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ruth Helyer
Keyword(s):  
Identity Formation ◽  
Learning Outcomes ◽  
Professional Learning ◽  
Design Methodology ◽  
Critical Role ◽  
Self Awareness ◽  
Content Type ◽  
The Past ◽  
Practical Implications

Purpose The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach This paper presents an contextualist examination of reflection in the WBL environment. Findings People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value This paper represents the first study which examines the role reflection plays in WBL.

Pedagogy of life beyond happiness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Glenn Hardaker ◽  
Aishah Sabki ◽  
Liyana Eliza
Keyword(s):  
Multicultural Education ◽  
Design Methodology ◽  
The Self ◽  
Previous Article ◽  
Educational Institutions ◽  
Future Research ◽  
Self Awareness ◽  
Content Type ◽  
Holistic Perspective ◽  
Conceptual Paper

Purpose The purpose of this study is to react to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. This paper also extends further the article “pedagogy of life beyond extinction” published in the Journal for Multicultural Education. This paper continues this discussion by further inward reflections on the self and the search for ultimate happiness amid the current pandemic that emerged in 2020. The study focusses on a holistic perspective towards a pedagogy that extends further the previous article by focussing on issues of happiness, dialogue and self-awareness. Design/methodology/approach This study adopts a reflective and exploratory, style that is an enabler for future research into a pedagogy that is focussed on humanity and nature. Findings The conceptual paper explores a holistic perspective towards a pedagogy that considers issues of happiness, dialogue and self-awareness. Originality/value This study’s intention is to extend the notion of pedagogy that looks beyond educational institutions in seeking a wider understanding of humanity and nature. The concept of “pedagogy of life beyond happiness” is used as a way to understand levels of the “self” as a way to gain deeper self-awareness. This provides a lens for seeking ultimate happiness.

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