Openness to experience – the willingness to explore fantasy, actions and ideas.
Conscientiousness – shown as competence, order, and self-discipline.
Extraversion – the display of positive emotions, gregariousness, and warmth.
Agreeableness – showing trust, straightforwardness, and tender-mindedness.
Neuroticism – the tendency towards anxiety, self-consciousness, and vulnerability.
First, the extraversion component seems maldefined.
Second, neurotocism includes “self-consciousness” which is a component of emotional intelligence. It would seem like hyper-self-concsiousness would be a better word.
Notice, however there is a degree of usefulness to the OCEANS model as described here.
Types of Power | Incident | Limits | Opportunities
Inspiration and Empowerment
From Warren Bennis, Learning to Lead, p. 204 to 205
See also sources of power and MIT power methods.
Resources on Power
Changing Minds on the Stages of Power (link)
“If I have an art from of leadership, it is to make as many mistakes as quickly as I can in order to learn.” anonymous business leader to Warren Bennis
“being on the tightrope is living: everything else is waiting.”
“Creativity, innovation, and human progress is based on learning from failure. The scientific method, creativity in the arts, and individual human growth includes error and adjustment based on learning” John Cleese summarized by Bennis
“I never learned anything by listening to someone else preach. The mistakes I made were my best teacher by far.”
Arnold Hiatt, retired chairman of Stride Rite Corporation
“Learning, creativity, participation, innovation, flexibility, and communication are all by-products of an openness to mistakes, problems, and failures.”
Warren Bennis, (p.112)
“All men dream, but not equally. Those who dream by night in the dusty recesses of their minds, wake in the day to find that it was vanity: but the dreamers of the day are dangerous men, for they may act on their dreams with open eyes, to make them possible.”
“I want to be throughly used up when I die, the harder I work the more I live. I rejoice in life for its own sake. Life is no brief candle to me. It is sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations.”
George Bernard Shaw
1. Know themselves through reflection and self-observation.
2. Understand both their history and present environment.
3. Are clear about their values and goals.
4. Are aware of and can apply their learning style to solving problems.
5. Are willing to be life long learners.
6. Can take risks and are open to change.
7. Are able to accept mistakes and failures as necessary precursors to creativity and problem solving.
8. Are skilled in creating a vision and seeing themselves and their lives as part of this vision
9. Are able to communicate their vision with meaning so others are inspired by it.
10. Are committed to maintaing trust through empathy, constancy, and integrity
11. Are skilled in translating intention into reality through committed action.
I. Master the context
II. Knows him/her self
III. Creates Visions for the future
IV. Communicates with Meaning
V. Maintains Trust Through Integrity
VI. Realizes Intentions Through Actions
* This probably would be decent for teachers as well (perhaps with some amendments)
Warren Bennis and Joan Goldsmith, Learning to Lead: A Workbook on Becoming a Leader, p. 177-178
Communication of Leaders:
C-Clear and Consistent Communication
I-Integrity (values & ethical practice)
Warren Bennis, Learning to Lead, p. 147
I think some of the other components could be added to this 4 part model.
This may sound too simple, but is great in consequence. Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, the providence moves too. A whole stream of events issues from the decision, raising in one’s favor all manner of unforeseen incidents, meetings and material assistance, which no man could have dreamt would have come his way. I learned a deep respect for one of Goethe’s couplets:
Whatever you can do or dream you can, begin it.
Boldness has genius, power and magic in it!’
* I apologize that I haven’t unpacked this to credit it properly.
from W. H. Murray in The Scottish Himalaya Expedition, 1951 but partially credited to Goethe.
The following is from page 93 and 94 of Learning to Lead:
2) Role taking
3) Practical Accomplishment
6) Personal Growth
7) Scientific Learning
To me, I think this list is a bit clunky. It seems like it should be grouped more efficiently and put into a hierarchy of the type of learning going on (or ranked by some criteria)
This is the breakdown I see:
1) Lecture/Reading [critical reading]
5) Feedback loops & Learning organizations
6) Faciliated or coached learning (individual or group)
8] Simulating/Role Taking
9) Data collection (qualitiative or quantitative). A form of a feedback loop.
Various of the above 7 fall into these categories. And there are certainly overlaps between the 9 I pointed out.
Rob Bell Speaking at Vanderbilt for his book What We Talk about When We Talk about God
The talk covers some of the core concepts from the book. The book is a pretty good read (much better than his very controversial Love Wins….which was a discussion of the nature of Hell….which ignited a debate)
You might fast forward to about 10 minutes in (you don’t need to listen to all the introductions).