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La competencia compleja y transversal del liderazgo “se puede enseñar”. No es algo “exclusivo” de los que nacen con algún rasgo de los que caracteriza esta cualidad. Frente a los que defienden el liderazgo carismático (con el que se nace), vamos a mostrar que la condición sine qua non del verdadero liderazgo también exige mucho esfuerzo sobre uno mismo: no se nace con esta cualidad, se la elige y se mantiene a lo largo de las decisiones que progresivamente el ser humano irá tomando en su vida. Este pequeño libro quiere salir a la luz con la idea de ser una guía práctica de actuación a tantos jóvenes y profesionales que tienen ilusiones grandes y sueños que realizar a través de su trabajo, sea el que sea. Es un intento de unificar la pluralidad de significados que el “liderazgo” tiene, definiendo muy bien el tipo de influencia que desempeña el líder y cómo logra su misión a través de la confianza que ejerce en sus equipos.
- Qué es un líder? - Líder nace o se hace? - Como ser un líder que crea nuevas realidades y construye los puentes necesarios? - Que es el Coaching? - Como asistir a personas, equipos y organizaciones para alcanzar resultados? - Como desactivar el potencial de corrupción? - Como generar confianza? - Quién es un verdadero líder servidor? - Para qué y cómo servir siendo líder? - Cómo construir misión y visión? - Como diseñar futuro? Eric Hoffer (1902-1983), escritor y filósofo estadounidense que obtuvo la Medalla Presidencia de la Libertad en febrero de 1983 (pocos meses antes de su fallecimiento) de manos del presidente norteamericano Ronald Reagan, escribió "En tiempos de cambio, quienes estén abiertos al aprendizaje se adueñarán del futuro, mientras que aquellos que creen saberlo todo estarán bien equipados para un mundo que ya no existe". Este nuevo tiempo necesita líderes que comprendan que el mundo, la gente, las empresas y la sociedad cambian, que este cambio es constante y cada vez más vertiginoso. Necesita un nuevo paradigma de liderazgo, capaz de responder a los problemas coyunturales y, fundamentalmente, necesita una sociedad que se movilice y avance desde una visión compartida. Ese líder requiere, en principio, competencias para liderar su propio ser y hacer, incrementando su poder personal para ir en búsqueda del poder relacional que le permita a las personas llegar a los objetivos que solas no podrían alcanzar. El equipo necesita al líder, pero el líder necesita al equipo, esto es indivisible. Entiende que liderar es un gran privilegio, honrando la autoridad conferida por el equipo, siendo uno de sus grandes objetivos hacer emerger el conocimiento, la creatividad y el compromiso que en los integrantes del mismo subyace. Este libro nos interpela respecto del estilo propio de liderazgo y posee poder transformacional. Nos propone ser conscientes para elegir aquellas características que quisiéramos conservar, al tiempo de distinguir nuevas posibilidades que nos permitan construir "El Líder que Sirve", con el compromiso de contribuir a la transformación organizacional en nuestros países, y en el mundo.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.
The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
The North American Mosaic has four overarching features. First, it is, to the extent feasible, based on comparable information on the status and trends of major indicators of the state of the environment in Canada,Mexico, and the United States. Second, the report confirms that these three countries together make up an incredibly complex, dynamic, and interconnected ecosystem in which humans play a dominant and decisive role. Third, the report raises important and sometimes disquieting questions concerning the sustainability of some current trends. Finally, the report is a reminder that our economic, social, and physical well-being are utterly dependent on the life-sustaining services provided by nature. This report emphasizes the importance of developing mutually compatible economic, social, and environmental goals and policies across the three-country region.
This Palgrave Policy Essential draws together recent developments in the field of science in government, policy and public debate. Practice and academic insights from a wide variety of fields have both moved on in the last decade and this book provides a consolidated survey of the relatively well established but highly scattered set of insights about the provision of deeply technical expertise in policy making (models of climate or disease, risk, Artificial Intelligence and ethics, and so on). It goes on to link this to emerging ideas about futures thinking, public engagement, narrative, and the role of values and sentiment alongside the place of scientific and scholarly insights in public decision-making and debate. The book offers an accessible overview aimed at practitioners; policy-makers looking to understand how to work with researchers, researchers looking to work with policy-makers, and the increasing numbers and types of “brokers” - people working at the interface, in science advice, public engagement and communication of science, and in expert support to decision-making in the public and private sectors. In addition to outlining recent insights and placing them in the established frameworks of authors such as Pielke and Jasanoff, the book also brings in relevant areas less traditionally associated with the subject but of increasing importance, such as modelling, futures and narrative.
This edition presents practical, field-tested ideas for teaching personal and social responsibility (TPSR) through physical activity in schools and other settings. Includes guidance in teaching affective and social moral goals, an in-depth look into teaching character development and values, and a method for helping students develop personal and social responsibility.