Tuesday, December 28, 2010

Abonnement...

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Monday, December 27, 2010

Être bon ou exellent...

Are You a Good Boss—or a Great One?

“Am I good enough?”
“Am I ready? This is my big opportunity, but now I’m not sure I’m prepared.”
These thoughts plagued Jason, an experienced manager, as he lay awake one night fretting about a new position he’d taken. For more than five years he had run a small team of developers in Boston. They produced two highly successful lines of engineering textbooks for the education publishing arm of a major media conglomerate. On the strength of his reputation as a great manager of product development, he’d been chosen by the company to take over an online technical-education start-up based in London.
Jason arrived at his new office on a Monday morning, excited and confident, but by the end of his first week he was beginning to wonder whether he was up to the challenge. In his previous work he had led people who’d worked together before and required coordination but little supervision. There were problems, of course, but nothing like what he’d discovered in this new venture. Key members of his group barely talked to one another. Other publishers in the company, whose materials and collaboration he desperately needed, angrily viewed his new group as competition. The goals he’d been set seemed impossible—the group was about to miss some early milestones—and a crucial partnership with an outside organization had been badly, perhaps irretrievably, damaged. On top of all that, his boss, who was located in New York, offered little help. “That’s why you’re there” was the typical response whenever Jason described a problem. By Friday he was worried about living up to the expectations implied in that response.
Do Jason’s feelings sound familiar? Such moments of doubt and even fear may and often do come despite years of management experience. Any number of events can trigger them: An initiative you’re running isn’t going as expected. Your people aren’t performing as they should. You hear talk in the group that “the real problem here is lack of leadership.” You think you’re doing fine until you, like Jason, receive a daunting new assignment. You’re given a lukewarm performance review. Or one day you simply realize that you’re no longer growing and advancing—you’re stuck.

Most Managers Stop Working on Themselves

The whole question of how managers grow and advance is one we’ve studied, thought about, and lived with for years. As a professor working with high potentials, MBAs, and executives from around the globe, Linda meets people who want to contribute to their organizations and build fulfilling careers. As an executive, Kent has worked with managers at all levels of both private and public organizations. All our experience brings us to a simple but troubling observation: Most bosses reach a certain level of proficiency and stop there—short of what they could and should be.
We’ve discussed this observation with countless colleagues, who almost without exception have seen what we see: Organizations usually have a few great managers, some capable ones, a horde of mediocre ones, some poor ones, and some awful ones. The great majority of people we work with are well-intentioned, smart, accomplished individuals. Many progress and fulfill their ambitions. But too many derail and fail to live up to their potential. Why? Because they stop working on themselves.
Managers rarely ask themselves, “How good am I?” and “Do I need to be better?” unless they’re shocked into it. When did you last ask those questions? On the spectrum of great to awful bosses, where do you fall?
Linda A. Hill is the Wallace Brett Donham Professor of Business Administration at Harvard Business School.
 
Kent Lineback spent many years as a manager and an executive in business and government. They are the coauthors of Being the Boss: The 3 Imperatives for Becoming a Great Leader (Harvard Business Review Press, 2011), from which this article is adapted.

Sunday, December 26, 2010

Utilisation de donnéees....

Advanced analytics: Helping educators approach the ideal

Predictive modeling software can help education leaders cut costs, improve efficiency, and enhance teaching and learning

By Jennifer Nastu ( ESchool)

Advanced analytics may help schools anticipate trends that may help school leaders make key decisions.
Advanced analytics may help schools anticipate trends that may help school leaders make key decisions.
In the business sector, companies have been using predictive analysis for years to improve performance, predict stocks, or take action and change direction when troubling trends appear. They gather data from a variety of sources and use modeling to pinpoint disturbing developments, identify where things might be headed, and make appropriate changes.
The public sector typically lags behind business: While it has become relatively common within education to use data analysis for tracking and measuring performance at the school, educator, and student levels, far fewer schools and colleges have taken analytics to the next level–using advanced analytics strategies to identify trends that can help predict future performance and help school leaders make key decisions, early on in the process, that can change a potentially unwelcome outcome or take advantage of a positive trend.
But that’s beginning to change. Using advanced analytics software, the University of California system has saved $167 million in the last five years by mitigating risks across its 10 campuses and five medical centers, for example–and the Houston Independent School District has saved millions of dollars in labor and expenses for food service, transportation, and other critical functions.
These are just a few of the ways that schools are tapping into this trend to improve their operations.
Why advanced analytics?
Some school leaders are beginning to realize what can be done with advanced analytics and have started taking data analysis to a deeper level in order to mine trends to their fullest extent.

Saturday, December 25, 2010

Les cinq capacités clés




1. Fixer des objectifs
2. Harmoniser ressources et   priorités
3. Promouvoir des cultures d’apprentissage coopératif
4. Utiliser des données
5. Prendre part à des conversations courageuses



Lien pour consulter le document :
http://cal2.edu.gov.on.ca/october09/Passer_des_idees_action.pdf

Friday, December 24, 2010

Bienvenue!!!

Ce blog remplace maintenant les lectures hebdomadaires "courriel" et se veux ainsi une source facile de référence pour les directions d'école du palier secondaire du CSDCCS.

Il me fait donc plaisir de vous inviter à le consulter régulièrement, j'y verserai de l'information au fur et à mesure de l'évolution de nos dossiers.

Merci à l'avance!  Michel

 

Profil de l'apprenant - BI