The Learning and Performance Paradox
First I wanted to address the sense that many of you seemed to have yesterday that learning and performing are not dissociable. I think that’s right.
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Learning & Performing (Chris Kayes)
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? -
Reflections on Learning & Performance
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. -
Complexity and Paradox: A Phantom Menace
This is the presentation on why ISV needs to become more innovative. It is background information for the ISV learning round on April 206. -
Lessons for Volkswagen on organizational resilience by Christopher Kayes
D. Christopher Kayes guest faculty at LILA in April 2016 and Professor and Chair of the Department of Management at the George Washington University School of Business has written a blog post for Oxford online regarding organizational resilience. -
October 2015 Animation: Paradoxical Leadership
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. -
February 2016 LILA animation
You must be logged into LILA website to view the animation from the February 2016 LILA gathering focused on the Paradoxical Organization. CLICK THE SPINNING arrow to view the animation. -
April 2016 Animation: Learning and Performance Paradox
This is the animation from the April 2016 gathering focused on the Learning and Performance Paradoxes. -
Paradoxical Leadership Introduction by Dr. Wendy Smith
Dr. Smith, who had spoken to LILA last year in a member call, framed her keynote presentation today around the question of “What is the nature of paradoxes?” She expressed that her goal for this talk was to provide us with level-setting language to inspire reflections, push-back, and questions over the course of this conference and beyond. Her follow-up talk tomorrow will focus on potential approaches we can apply to manage and leverage the paradoxes we face in our organizations and daily lives. She suggested that, over the next year, one possible measure of success we may want to use is to see if we can shift viewing our challenges from “problematic” to a “source of possibility.” -
The Competing Values Framework by Marc Lavine
Marc Lavine shared some of the ideas regarding the Competing Values Framework (CVF) and how it can help us become better paradoxical leadears. The CVF makes visible a certain set of paradoxes. I hope you find the CVF useful; it was created by University of Michigan scholars Kim Cameron and Bob Quinn. You can view it as a tool or resource to use in your organization; that’s great. Or you can think more in general terms; this is one way that might inspire you to think of other ways. Or you can think of it as possibly the source of...
