LILA ~ Learning Innovations Laboratory at the Harvard Graduate School of Education

Looking for content and documents from our Gatherings? Login

  1. Marga Biller

    Unlearning to Learn – LILA Summit Summary and Animation

    by
    One of the ways in which LILA supports the learning of its members is to create an animated short presenting key ideas from the year long exploration.  The theme during the 2013-2014 season was Unlearning to Learn.  Below is the transcript from the animation which can facilitate your understanding of unlearning. Unlearning to Learn This year at LILA, we take a whirlwind tour of unlearning, approaching it from three angles: mindsets, habits, and systems. Here, we take stock of our two main quests around unlearning: understanding it and fostering it. Unlearning is what we do when prior learning creates...
  2. Sue Borchardt

    October 2016 Animation: Understanding Culture in Organizations

    by
    The sheer scope of Culture’s sweep makes a pithy definition difficult, a challenge further amplified by the dynamic, overlapping, and nested cultural contexts we strive to make sense of. Culture is often named as contributing to the success or failure of organizational efforts such as globalization, mergers & acquisitions, and cultivating diversity. One place to start when exploring whether and how cultural forces might be leveraged to help organizations adapt to internal and external change, is by asking: how do cultures work? and how do they adapt?
  3. Marga Biller

    April 2016 Animation: Paradoxes of Learning and Performance

    by
    Comment
    This animation represents the sensemaking by the LILA community based on the ideas shared by guest speakers Jennifer Garvey-Berger and Chris Kayes. To continue the conversation, add a comment after viewing this animation. 1. What idea(s) sparked your interest? 2. How did it enhance your thinking? 3. What might you try based on the ideas?
  4. Marga Biller

    A Deeper Dive Into Deliberately Developmental Organizations

    by
    Comment
    Dr. Kegan’s study of organizations yielded four cases of companies that modeled the unique properties of a deliberately developmental organization. In the words of one of these organizations (Decurion Corporation), “Flourishing is the process of living into one’s unique contributions. It is the process of becoming oneself. We expect to do this through our work.” In the words of another, Next Jump: “Caring for your employees and helping them grow as human beings is possible while making money and helping the world become a better place.” Dr. Kegan underscored that each of the organizations featured as DDOs in his book were selected from a pool of hundreds of organizations that his team studied, and that each DDO was not only from a different industry or market, but was also financially high-performing. Thus, the common criticism that a developmentally-oriented organization may lead to “happiness as a process” but also lead to lower bottom-line performance is not supported by Dr. Kegan’s research. Instead, the DDO emerges at the intersection of developmental aspirations, developmental communities, developmental practices.
  5. Learning & Performing (Chris Kayes)

    by
    A big idea that I took away was the role of curiosity and safe risks to support individual and group learning. And I’m wondering how the opposite of curiosity and safe risk -- confidence and “safe routines” – might work against learning and support performance. My guess is that In short, Kayes noted from his work that a key individual factor that predicts learning is “open to new experiences.” A key team processes that predict learning is psychological safety and supervisory support. DW: Being open to novelty is a hallmark of conceptual frameworks of curiosity. And that makes intuitive sense in terms of the role it plays in individual learning. Psych safety and the leader role are also well established in team learning literature, so good to see it here. However, it raises a question in me: I wonder how their opposites, such as indifference, confidence, normality, and routines, might explain individual and team performance?
  6. Reflections on Learning & Performance

    by
    Comment
    A big idea that I took away was the role of curiosity and safe risks to support individual and group learning. And I’m wondering how the opposite of curiosity and safe risk -- confidence and “safe routines” – might work against learning and support performance.
  7. Sue Borchardt

    October 2015 Animation: Paradoxical Leadership

    by
    This is the animation that synthesizes many of the ideas that LILA members discussed during the October 2015 session focused on Paradoxical Leadership. These include what is paradox, how can leaders navigate strategic paradoxes and what are some moves that can help individuals become aware and accept paradoxes in the service of both-and. Click more to go to the animation.

Harvard Graduate School of Education