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Proizvodni program:
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magneti
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kompoziti
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posebne zlitine
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www.magneti.si
Magneti Ljubljana d.d., Stegne 37, SI – 1000 Ljubljana, Slovenija t: +386 1 511 13 04, f: + 386 1 511 12 95, e: [email protected]
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Ozs Magneti 1-1.indd 3
4.11.14 11:45
Izdajatelj: Life Learning Academia
Foto: Arhiv LLA
Glavna in odgovorna urednica: Marjetka Kastner
Spletna stran: www.llacademia.com
Lektoriranje: Maja Mak
Marketing in oglaševanje: [email protected]
Oblikovanje: Gašper Kastner Orehek
Prepovedana je vsakršna reprodukcija, distribucija, predelava in objava vsebin
Naslov uredništva: Savska c. 1, 1230 Domžale
ali delo vsebin ter oglasov brez dovoljenja uredništva revije Moč Znanja
Tisk: Zera d.o.o.
2
Spoštovani bralci,
učenje, znanje in povezovanje so besede, ki so zaznamovale zadnjih nekaj let mojega delovanja. Ko sem pred
sedmimi leti vstopila na to področje, se mi niti sanjalo ni, v kakšne širine vstopam. Zavedanje, da se učimo
prav vsak dan (v bistvu vsak trenutek), pa odpira dimenzije brez meja.
Sčasoma sem razumela, da moje delo ne predstavlja projekta, ki ima začetek in konec, temveč da je vse skupaj
proces, ki se nenehno spreminja, razvija in nadgrajuje. To je bilo tudi tisto, kar me je ves čas vzpodbujalo in
kar me motivira še danes, da vztrajam ne tej poti, ki je široka in na kateri želim, da je čim več prometa – čim
več učečih se organizacij, ki bodo preko svojih posameznikov in timov ustvarjale boljši jutri.
Kaj sploh je učeča se organizacija?
Ko se začnem s kom pogovarjati o tej temi, mi vsi takoj začnejo z navdušenjem in prav na veliko razlagati,
kako imajo oni res popolne izobraževalne načrte, kako izobražujejo delavce ... Ampak učeča se organizacija ni
samo to. Je mnogo več. Najprej je treba razviti okolje, v katerem je posameznikom učenje omogočeno. Zakaj?
Ker nam učenje in pozneje udejanjanje naučenega omogočata, da osebno napredujemo in sčasoma smo sposobni narediti stvari, ki so se nam še pred kratkim zdele popolnoma nemogoče. Sami smo notranje zadovoljni. To prenašamo tudi na druge. S tem pripomoremo k boljši klimi, boljšemu razumevanju in seveda hitreje
ter kakovostneje opravimo svoje delo. Vse to pa se kot posledica pokaže tako, da je naša organizacija, v kateri
delujemo, boljša od konkurenčne. Seveda se to pozna tudi na finančnih učinkih.
Omejitve so v naših glavah. Ali pa niso. Vsekakor pa je možnost osebnega razvoja, soustvarjanja v resnici
možnost prispevati nekaj svojega našemu svetu. Pogosto je prav ta občutek velika notranja motivacija za nadaljnje delo. Skozi učenje spoznavamo svet in gradimo naš odnos do njega.
Učeča se organizacija torej ni samo okolje sodelavcev z znanji, temveč tudi ustvarja dobro klimo, vzpodbuja
kreativnost in inovativnost, omogoča prenose znanj, se vpenja v okolje, gradi na družbeni odgovornosti ...
konca ni, saj se vsi učimo vse življenje, če hočemo ali ne. Življenjski slog in tehnološki napredki nam narekujejo, da se dnevno seznanjamo z novimi napravami, za katere rabimo znanje, da ne rečem pri »pametnih telefonih«, ko bi potrebovali še kakšno veščino itd. Zakaj smo se odločili izdati revijo? Ker prenaša informacije, podaja nove poglede in povezuje iskalce informacij s tistimi, ki so jih že prejeli. Verjamem in vem, da je obojih veliko. Če jih povežemo, dobimo najboljšo
kombinacijo. S tem pokažemo, da smo družbeno odgovorni in da se zavedamo, da smo mi tisti, ki moramo
voditi, učiti in naučiti mlajše generacije, saj nas bodo slednje vodile v prihodnosti. Mi bomo odvisni od njihovega dela, znanj in sposobnosti. Mar ni to čarobna povratna zanka? Zdaj mi njim in potem oni nam! Popolnoma preprosto.
Naj bo to vodilo in vzpodbuda vsem, ki se šele soočajo z izzivi in odločitvami, ali bo njihovo delovno okolje
učeče se ali ne.
Marjetka Kastner
Urednica revije in direktorica
Life Learning Academia
3
Vseživljenjska vloga Mentorstva
Mentor – mama
in oče prenosa
znanja
Podjetja se pritožujejo, da na trgu
ni ustreznih kadrov, mladi pa se
pritožujejo, da ni dela. V podjetju
BMW so npr. ustanovili svojo
lastno šolo, saj so k njim prihajali
mladi z neustreznim znanjem in
neustrezno naravnanostjo. Nekaj
je močno narobe! Manjka vmesni
člen! Manjka vajeništvo, učenje od
mojstrov, osebno učenje od izkušenih profesionalcev, ki delujejo v
praksi. Manjka mentorstvo. In to
čim prej, že v času študija.
Mentorstvo v uspešnih organizacijah pridobiva na pomenu, ker
omogoča bistveno hitrejše učenje
in prenos znanja, ki je nujno potrebno za čim prejšnje samostojno
delo. Dober mentor uči, »coacha«,
spodbuja, daje zgled in svetuje.
Deluje na področju profesionalnega in osebnega razvoja mentoriranca. Spodbuja, vodi, usmerja,
psihološko spodbuja in podpira,
razvija mentorirančevo profesionalno identiteto in kompetence.
Dober mentor je neprecenljiv,
saj pomaga mentorirancu, da
svoje znanje integrira in poveže s
praktičnimi zahtevami in realnim
življenjem. Zakaj je tako pomembno, da se znanje prenaša preko
osebnega odnosa, strokovno in
tudi čustveno? Ker je praksa življenje, ljudje, odnosi, neprestane
spremembe in strokovni razvoj.
4
Mentor pomaga povezati znanje,
ki ga mentoriranec pridobi v šoli,
s prakso.
Dober mentor je dober strokovnjak in hkrati oseba, ki je vešča
postavljanja ciljev, metod učenja,
prenosa znanja, metod coachinga, odličen komunikator, ki ima
smisel in veščine za delo z ljudmi.
Dober mentor lahko bistveno vpliva na to, da pridejo dobri kadri v
organizacijo in v njej tudi ostanejo
ter jo gradijo.Mentorstvo je temelj
prenosa znanja v učečih se organizacijah.
Jana Šušteršič
Vseživljenjska
vloga mentorstva/
supervizije pri
delu z ljudmi
Strokovnjaki, ki delajo z ljudmi,
npr. psihologi, socialni delavci,
zdravniki, medicinske sestre in
učitelji, se zaradi individualnih
razlik med ljudmi in nepregledne
množice dejavnikov, ki vplivajo
na njihovo vedenje in doživljanje, dnevno srečujejo z novimi ali
zahtevnimi situacijami. Pri spopadanju s strokovnimi izzivi morajo
biti iznajdljivi, povezovati morajo
različna znanja ter svoja ravnanja
prilagajati značilnostim obravnavanega posameznika in njegovega
okolja. Pri tem se srečujejo z etičnimi dilemami in vprašanji, ali je
bilo njihovo ravnanje ustrezno, so
se pravilno odločili, so bili posamezniku v pomoč. Supervizija s
strani izkušenega kolega, ki deluje
na istem področju in je ustrezno
usposobljen za njeno izvajanje, pomaga ovrednotiti ustreznost ravnanja strokovnjaka. Pri superviziji
pride do deljenja mnenj in izkušenj ter skupne refleksije, ki podpirajo strokovnjakovo poglobitev v
svoja ravnanja in doživljanja med
delom z ljudmi ter mu pomagajo,
da ozavesti svoje kompetence in
njihove meje ter uvidi možnosti za
nadaljnji strokovni razvoj. Supervizija mu pomaga ohranjati samozavest, prepričanost v poklicno
vlogo, krepi njegovo profesionalno
identiteto in zadovoljstvo pri
delu ter varuje njegovo duševno
zdravje (npr. zmanjšuje tveganje
za izgorelost). Zato je pri delu z
ljudmi vseživljenjska vključenost v
redno supervizijo naložba, ki več
kot odtehta vloženi čas in napor.
Ne koristi le strokovnjaku, ki je
vključen vanjo, temveč vsem, ki
pridejo k njemu po pomoč, saj
jim omogoča najboljšo zaščito in
zagotavlja visoko kakovost strokovnih storitev, kar bi morala biti
prednostna cilja strok, ki delajo
z ljudmi. Superviziji je zato treba
nameniti mnogo več pozornosti
in zanjo poiskati mesto v sistemu.
Postati mora nujen del strokovne
dejavnosti. Še posebej pomembno
pa je, da jo omogočimo strokovnjakom na začetku njihove poklicne
poti, ko jo najbolj potrebujejo.
Anja Podlesek
Mentorska priznanja, izobraževanja ...
Mentorska izobraževanja
Vse odkar je Odisej pred več kot
tisoč leti izobrazbo in vzgojo
svojega sina zaupal svetovalcu
in prijatelju po imenu Mentor, je
koncept mentorstva tesno povezan z izobraževalnim procesom.
Danes mentorji niso povezani le
z izobraževanjem, temveč tudi s
strokovnim razvojem, čeprav je
morda pristop v našem prostoru
še manj uveljavljen. Organizacije
premorejo med svojimi zapos-
lenimi veliko formalnega, pa tudi
tihega znanja in tistega, ki so ga
zaposleni dobili pri opravljanju
svojega dela na trenutnem delovnem mestu. Mentor ima spoštljive
zasluge in pohvale v delovnem
okolju, saj organizaciji omogoča
pridobitev dodane vrednosti z
aplikativnimi deli, katerih evalvacija pripomore k boljšemu delu
in uspehu organizacije.
Mentorsko izobraževanje 2015
Foto: Nina Stegmüller
Priznanja za Mentorje
Za Mentorje pripravlja Life Learning Academia usposabljanja na
katerih Mentorji pridobijo znanja in veščine, ki jih mentorstvo
zahteva (andragoško-pedagoške
veščine, ocenjevanje kompetenc...).
Za pridobljeno znanje prejmejo
potrdilo/certifikat o osvojenih
znanjih in veščinah. Potrdilo velja
2 leti.
Mentorji so osebe v organizaciji, ki pomagajo piscem nalog,
študentom/dijakom na projektih,
ki
potekajo v okviru organizacije in
študentom/dijakom, ki so v organizaciji na praksi. Pomagajo jim
pri izbiri vsebin z informacijami in
svetovanjem. Naloga Mentorjev je
tudi, da skupaj z ostalimi sodelavci
Learning tima oblikujejo naslove
za zaključne ali seminarske naloge.
Naslove Life Learning Academia
posreduje na fakultete in srednje
šole.
Več o Mentorjih na www.referenca.eu/Mentors
Fotografiji z lanske podelitve priznanj Mentor
Kako poiščeš svojega Mentorja ?
Če si študent ali mlado zaposleni in želiš pridobiti priznanje
Referenca, poišči svojega
mentorja na
www.referenca.eu.
Priznanja Mentor in Referenca
se podeljujejo na Akademsko Gospodarskem Kongresu.
5
Od izkušenih in “modrih”, do mladih vedoželjnih
Veseli me, da sem lahko ambasadorka znanj, saj to pomeni, da
širim svoja in spoznavam nova
znanja. Delo z mladimi je vedno
zanimivo. Nisem človek, ki bi se
bal nove generacije, ki zna veliko,
nima pa praktičnih in življenjskih
izkušenj. Zato sem bila vesela tudi
svojega ambasadorstva medgeneracijske solidarnosti. Upam, da se
bom še veliko naučila.
Pri Varuhu veliko pozornost posvečamo mladim, tudi iskalcem
zaposlitve, zavedamo pa se vseh
težav, ki jih imajo na tej poti. Zlasti pri lanskem dobitniku priznanja
Reference sem ugotovila, da so
nekateri res izjemni. Dobitnik priznanja ni bil uspešen le pri nas, ko
je pripravil posebno raziskavo, bil
je tako izjemen, da so ga v gospodarstvu takoj opazili. In pomislite,
dobil je celo službo. Za nekatere,
ki so vsestranski, torej vse le ni
tako ‚črno‘.
Izkušenj z mladimi imam res
6
veliko. Sploh ne vem, kaj naj posebej izpostavim. Morda našo
novo prakso, ki sem jo uvedla po
prihodu k Varuhu. Vsako leto
namreč povabimo na prakso eno
osebo s posebnimi potrebami. Ta
je ‚darilo‘ za vse nas, saj se le tako
zavedamo, kaj staršem pomeni
imeti otroka, ki nikoli popolnoma
ne odraste. Naučimo se potrpežljivosti, iskrenosti, odprtosti ... Priporočam vsem!
Morda bi izpostavila še prav
posebno zaposlitev za določen
čas mladega dekleta, ki je bilo k
nam premeščeno z Ministrstva
za notranje zadeve. Po treh
mesecih, ki jih je preživela pri
nas, je dejala, da je to zanjo življenjska izkušnja, ki je ne bo nikoli
pozabila. Pridobila je namreč
veliko strokovnega in praktičnega
znanja na področju, kjer tudi sicer
dela.
Vlasta Nussdorfer
varuhinja človekovih pravic
Ambasadorji Znanj kot pomočniki za promocijo mladih
talentov
Slovenija je lani dobila prve
Ambasadorje Znanj. Njihova
naloga je, da pomagajo mladim
pri prepoznavnosti, da so
dobri in jim s tem povečajo
možnost do zaposlitve. Gospa
Vlasta Nussdorfer je Ambasadorka Znanj
Vlasta Nussdorfer pri podpisovanju
priznanja Referenca
Učeče se organizacije in družbena
odgovornost
Zasl. prof. ddr. Matjaž Mulej,
UM EPF in IRDO Maribor
Družbena odgovornost (pravilneje: odgovornost do družbe) je
osebna vrednota ljudi, ki sprejemajo odgovornost za svoje vplive
na družbo, to je na ljudi in naravo.
Ker je zdajšnja kriza posledica
vplivov brez družbene odgovornosti vplivnih, zlasti najmočnejših
globalnih poslovnih monopolistov
in držav – vlad, vidijo Združeni
narodi, Mednarodna organizacija
za standarde ISO, združenja naprednih podjetij, Evropska unija
in drugi, a (za zdaj) premalo številni, v družbeni odgovornosti pot
iz globalne družbeno-ekonomske
krize. V ISO 26000 o družbeni
odgovornosti danes zanemarjena,
a bistvena pojma, tj. soodvisnost
in celovitost, povezujeta vse vsebine, ki zajemajo pravzaprav celotno
življenje,. Ravnamo naj se po sedmih načelih družbene odgovornosti, ki so uradna odgovornost,
preglednost, etičnost (poštenost,
enakopravnost, zanesljivost, skrbnost do ljudi in narave, zavezanost
za svoje vplive), upoštevanje deležnikov (ne le lastnikov), vladavine prava, mednarodnih norm in
človekovih pravic.
Učeče se organizacije torej pojma
učenje ne smejo omejevati samo
na strokovne vednosti in znanja,
temveč morajo na vsakem koraku
vključevati vrednote družbene
odgovornosti, da bo iz tega nastala
kultura pri vse več ljudeh, iz nje
etika kot prevladujoča praksa ocene, kaj je pravilno ravnanje, in iz
slednje norma družbene odgovornosti. Le-ta bo vplivala na vrednote posameznikov in jih prenovila
iz ozke in kratkoročne sebičnosti
v bolj celovito in zato vse bolj smiselno in vsem koristno lastnosti.
V bistvu gre za obstoj človeštva,
saj vidimo, da 3. svetovna vojna
teče: že leta je govor o vojni zoper
terorizem, okoli 30 je lokalnih (?)
vojn, več deset milijonov je beguncev. Skupni imenovalec vzrokov je
pomanjkanje družbene odgovornosti vplivnih. Družbena odgovornost organizacij jo odseva.
Zasl. prof. ddr. Matjaž Mulej
Zavedanje organizacij o
družbeni odgovornosti v
Sloveniji.
V inštitutu IRDO za razvoj
družbene odgovornosti ugotavljajo, da se vse več organizacij zaveda
pomena družbene odgovornosti v
Sloveniji. Life Learning Academia
je v letu 2015 postala članica inštituta IRDO in podpira družbeno
odgovornost.
Spoznajte
Awesomi
Awesomi si prizadeva pomagati
dijakom in študentom pri razvoju
talentov ter najbolj talentiranim
ponuditi različne študentske priložnosti – pripravništva, štipendije
in študentske izmenjave.
Študentje se pri vstopu na trg dela
in iskanju prve službe soočajo s težavo, da v svojih življenjepisih ne
morejo prikazati delovnih izkušenj
in se ta na način razlikovati od
drugih študentov. V ta namen je
Awesomi razvil interaktivno izobraževalno platformo, ki študentom omogoča prikaz kompetenc
na svojem uporabniškem profilu,
ki so sledljive in ki so jih potrdili
drugi uporabniki.
Awesomi sta ustanovila Urška
in Miklavž Grmek. Leta 2014 sta
bila izbrana v program Startup
Chile izmed več kot 1800 podjetij
z vsega sveta in prejela sta 40.000
ameriških dolarjev zagonske investicije v zameno za ustvarjanje
družbenega vpliva na podjetniški
ekosistem v Čilu.
S prispevkom Ambasadorji Znanj
- Globalni model iz Slovenije za
več družbene odgovornosti v svetu
sta Marjetka Kastner, mag. posl.
ved in mag. Metka Nežič predstavili poglede Akademije na povezovanje praktičnega znanja preko
modela Ambasadorjev Znanj.
7
TALUM Kidričevo, d.d. - Učeča se organizacija
Nam zaupajo kupci, dobavitelji in drugi poslovni partnerji, pa imami še tisto kar
imajo le najboljši - drznost, voljo in predanost zaposlenih.
Družba Talum, d. d., Kidričevo posluje neprekinjeno že od leta 1954, ko je iz elektroliznih peči pritekel prvi
aluminij. Več kot 10.000 zaposlenih je v šestih desetletjih ustvarilo odlične temelje, ki se odražajo v tehnično-tehnološko dovršenih proizvodnih procesih. Znanje je ena izmed temeljnih vrednot podjetja Talum, zaposleni
pa predstavljajo neprecenljiv kapital podjetja, ki so ga in ga bodo s pridom izkoriščali za spreminjanje naše
prihodnosti. Verjamejo, da je ključ do uspeha v tem, da znajo pridobljena znanja na vseh ravneh povezati in jih
prenašati med zaposlenimi in tudi na mlajše, ki v proces vstopajo v okviru procesa izobraževanja (podjetje Talum ima certifikat Učeča se organizacija oz. »Learning Brand«, ki ponuja možnost izmenjave izkušenj z drugimi
podjetji, s čimer nadgrajujejo obstoječe sisteme in rastejo). Zagotavljajo več kot 1200 produktivnih delovnih
mest na področju, ki se sooča z nenehnim pomanjkanjem delovnih mest.
Sodobno tehnologijo uporabljajo v vseh delih proizvodnega procesa – v elektroliznih halah, livarnah in vseh
drugih obratih, kjer izdelujejo rondelice za doze in tube iz aluminija, toplotne izmenjevalnike iz aluminija za
hladilno in solarno tehniko ter ulitke za avtomobilsko industrijo, splošno strojegradnjo, toplotno tehniko in
elektroindustrijo. V Talumu 85 % svojih izdelkov izvozijo in zasedajo 9. mesto med največjimi izvozniki v državi. Za 10 % presegajo povprečno dodano vrednost v Sloveniji. Povprečna dodana vrednost v Skupini Talum
je 41.000 EUR na zaposlenega.
Zastavljeno imajo razvojno naravnano strategijo, katere rezultat je in bo nadaljnje povečevanje obsega proizvodnje in prihodkov od prodaje. Izpolnjujejo vse okoljevarstvene standarde, tako IPPC kot BAT smernice.
8
Beneška nostalgija, 28. novembra 2015 ob 19:30, dvorana Union
Tjaša Vulič in Luca Bussoletti, dvakratna svetovna prvaka v kombinaciji desetih plesov med profesionalci in 8-kratna
državna prvaka v standardnih plesih, predstavljata Beneško nostalgijo, tematski plesni dogodek v okviru projekta Follow
My Step. Vljudno vabljeni!
www.ltdance.eu
9
Andreja Jernejčič Vizjak - Predsednica Učečih
se organizacij - Learning Brand
Razmišljanja o pomenu Učečih se organizacij
Za dober pretok informacij in grajenje posameznikov na različnih
ravneh pa velja izpostaviti tudi
mentorje. Na letnem kongresu jih
izpostavimo, ker so njihove zasluge
prevečkrat spregledane in premalo
poudarjene.
Raziskave in prakse uspešnih podjetij kažejo, da uspevajo in rastejo
le tista podjetja ali organizacije, ki
vlagajo in izobražujejo kader na
pravi način. Pri nas so vključena v
proces učeče se organizacije.
Pomniti pa velja, da se ‚veliki in
uspešni‘ učijo vse življenje, in sicer
od mlajših, starejših, sodelavcev, na
konferencah, tečajih, delavnicah.
Vsako minuto je na spletu objavljenih več deset novih razmišljanj in
znanj. Vseh ne bomo nikoli pregledali. Ampak že s tem, da se tega
zavedamo, da sledimo nekaterim
in si dovolimo rasti, bomo rasli.
Inovativni so tisti, ki dovoljujejo
predrzne ideje. Rastejo tisti, ki jim
ni škoda nameniti svojega prostega
časa za osebni razvoj. Razvijajo se
organizacije, ki tudi znanju in izobraževanju namenijo to, česar imamo vsi vedno manj – čas.
Mag. Andreja Jernejčič Vizjak,
predsednica Učečih se organizacij
želimo in prizadevamo si, da vsi, ki
podpirajo znanje oz. prenos znanja
in ga nesebično delijo, postanejo
vidni. Zato imamo ambasadorje
znanj. Lani smo jih izbrali 52. To
so bile uveljavljene osebe z različnih področij slovenskega prostora.
Letos smo jih nadgradili s sloven-
10
skimi in tujimi z vsega sveta. Ambasadorji znanj iz različnih podjetij
prepoznajo (nezaposlene) mlade,
ki izstopajo, so ambiciozni, ustvarijo nekaj več in so zato predlagani
za prejem priznanja Referenca, ki
jim bo omogočilo hitrejšo in lažjo
pot do resne zaposlitve.
Voditelj, Guru in predevatelj - Ravi Chaundrhy
Zakaj imamo vse manj dobrih voditeljev?
Ravi ChaudhryAvtor dela
»Quest for Exceptional Leadership: Mirage to Reality« in
predsednik podjetja CeNext
Consulting and Investment
Ltd, New Delhi
Vsaka izmed naših odločitev
in vsako izmed naših dejanj
ima učinek na druge. Neposreden ali posreden. »Popolna
popolnost« nastopi, ko pristopimo k dodatnemu 360-stopinjskemu vidiku, kot ga vidijo
drugi, torej glede na njihov
način razmišljanja. Popolnost
je torej 720-stopinjski vidik.
360-stopinjski vidik izključuje,
720-stopinjski vidik pa vključuje tiste, ki so izključeni.
720-stopinjski vidik je edino
merilo »vključujočega razvoja«,
o katerem govorijo globalni
voditelji.
Ljudje se po vsem svetu sprašujejo, zakaj imamo tako malo dobrih voditeljev, ki bi jih odlikovali zaupanje in rezultati. Se je kakovost vodenja
poslabšala ali pa smo postali bolj zahtevni? Najverjetneje vsakega malo.
Semena teh značilnosti so že
zasejana pri mnogih voditeljih.
Tisti, ki danes prevzemajo vlogo voditeljev v družbi in podjetjih, morajo razumeti, da smo na pragu nove faze podjetništva, za katerega sta
značilna povečano povpraševanje po družbeni zavesti in potreba po
usklajenem delovanju z družbo in okoljem. Na to močno vpliva veliko
dejavnikov, ki izvirajo iz vzpona »na znanju temelječe civilne družbe«
in »demografske prevlade mladih«, ki temelji na predpostavki, da
»drugačen svet lahko obstaja«.
Voditelji, ki sprejmejo ta novi »realizem«, bodo v 21. stoletju zmagovalci, pod pogojem da prevzamejo nekaj novih značilnosti vodenja.
Do zdaj je bil uspeh zagotovljen z značilnostmi vodenja, imenovanimi
Base Camp Leadership Traits. Gre za fizične značilnosti, kot so energija
in zagon, osnovna inteligenca in strokovna želja, in miselne značilnosti,
kot so pragmatični pogled, spretnosti interakcije in vztrajnost.
Menim, da današnji vse bolj zahteven svet potrebuje nov sklop značilnosti, ki presega meje fizičnih in miselnih značilnosti. Gre za značilnosti
zavesti, ki se nanašajo na srce voditelja.
Tu ne gre za to, da bi morali spremeniti svoje mišljenje, svoje srce. Gre
za to, da odkrijemo svoje srce. Gre za značilnosti popolnosti, sočutja in
prosojnosti.
In v naravi semena vzklijejo. Če
se zavedamo teh semen in jim
omogočimo, da vzklijejo, lahko
vzklijejo v vsakem voditelju.
Naloga vseh nas državljanov
pa je, da ne popustimo in da še
naprej stremimo k izjemnim
voditeljskim značilnostim. Če
bomo vztrajni, sem prepričan,
da se bo to kmalu uresničilo.
Od naštetih je popolnost transformacijska značilnost. Običajno je voditeljev pogled opazovan z vidika opazovalca oz. njegovega načina razmišljanja. Popoln 360-stopinjski vidik je težko dosegljiv, a ne glede na to
predstavlja šele polovico vsega.
11
Nabirajmo znanje
preko učnih točk
V okviru kreatvnih projektov je bil na Life Learning Academi-ji osnovana ideja o učnih točkah.
Zakaj sploh gre ?
Izsledki kažejo, da način in doseganje razumevanja in sprejemanja
snovi na različne načine in v drugačnem okolju prinaša pozitivne
učinke. To je tudi vzpodbuda za
postavitev učnih točk, saj le-te pri
posamezniku sprožajo različna
čutna zaznavanja za sprejete informacije. Poleg tega imajo učne
točke tudi druge prednosti in
koristi: pripomorejo k širši prepoznavnosti nekaterih novosti, ki jih
poznajo samo določene ciljne skupine, so promocija znanj, promocija kraja ali organizacije, kjer je
učna točka postavljena. Skrbijo za
nadgradnjo znanj posameznikov
in povezujejo znanja na različnih
ravneh na netežaven, vendar učinkovit način. Ogled učne točke se
lahko združi s sprehodom po organizaciji ali okolici, kjer je učna
točka postavljena in predstavlja
posebno doživetje za posameznika
ali skupino.Kaj je učna točka?
Učna točka predstavlja prostor ali
kraj, kjer lahko posamezniki preko različnih načinov predstavitev
pridobijo nova znanja, ki se nanašajo na vsebino, ki jo učna točka
predstavlja.
Kaj je učno-turistična
transverzala?
Je učna pot, ki je sestavljena iz
različnih učnih točk.
Kje se lahko postavi učna točka?
Učna točka se lahko postavi
12
povsod, kamor imajo posamezniki ali skupine dostop in si lahko
ogledajo vsebino točke.
Kdo lahko vzpostavi učno točko?
Učno točko lahko vzpostavi katera koli organizacija (javna ali
zasebna) ali posameznik, ki meni,
da lahko na učni točki predstavi
koristno učno vsebino.
Kaj je namen vzpostavitve učno-turistične transverzale?
Namen je spoznavanje Slovenije
in njenih dosežkov ter predvsem
vzpodbujanje vedoželjnosti pri
vseh, ki so še v aktivni fazi šolanja
(učenci/dijaki/študenti), da pridobijo na drugačen in predvsem
praktičen način vsebine, na katere
se navezuje njihov študij, in druge
vsebine, ki jih zanimajo.
Vsekakor pa so učne točke namenjene tudi družinam, posameznikom, interesnim skupinam itd.
Koristi učnih točk
Učne točke pripomorejo k boljši prepoznavnosti Slovenije in
slovenskih znanj v tujini, saj jih
obiskujejo tudi študenti, ki so v
Sloveniji na izmenjavi ali redno
študirajo v Sloveniji. Vsekakor pa
so atraktivne tudi za domače in
tuje turiste. Ogled učne točke se
lahko združi s sprehodom po organizaciji ali okolici, kjer je učna
točka postavljena in predstavlja
posebno doživetje za posameznika
ali skupino.
Kako mora izgledati učna točka?
Ker se znanje lahko predstavi oz.
ponudi na različnih površinah
ali preko predmetov, tehnoloških
produktov itd., ni standardne
določitve učne točke. S tem omogočamo, da je vsaka učna točka
edinstvena in dopuščamo možnost kreativnih rešitev.
V katerem jeziku je predstavljena
učna točka?
Učna točka je predstavljena v
angleškem jeziku in v jeziku države, kjer se učna točka postavlja.
Več na učnih točkah: llacademia.com
Povedali so...
Mnenja in utrinki lanskoletnega dogodka AEC 2014
Andrej Gramc ,
študent novinarstva na
Fakulteti za družbene vede
Tanja Skaza, direktorica podjetja Skaza, d. o. o.
Kot že ime ‚učeča se organizacija›
pove, smo se v zadevo podali z željo po
dodatnem znanju, namreč učiti se moraš,
da si pametnejši. Naše podjetje na ta način
izkazuje, koliko vlagamo v mlade zaposlene
in jih poizkušamo motivirati.
Na kongresu smo videli čudovite konkretne
primere, kako iznajdljivi so mladi. Absolutno
podpiram organizacije, kot je Akademija
vseživljenjsko učenje, saj smo lahko le z znanjem konkurenčni in uspešni na trgu. Certifikat ‚Učeče se organizacije‘ za nas pomeni, da
gremo po pravi poti, da se vsak dan učimo,
da sprejemamo nove vire, pridobivamo nove
informacije in to delimo z drugimi.
Tanja Skaza, Director of Skaza, d. o. o.
As the name “learning organisation” implies, we have entered this project in order
to obtain additional knowledge. We all
know that one has to learn to be smart.
This way, our company shows how much
we are investing in our young staff and we
are trying to motivate them.
The congress showed wonderful practical
examples of how resourceful young people are. I fully support organisations such
as the Life Learning Academia, since it is
knowledge that makes us competitive and
successful on the market. The Learning
Organisation Certificate shows us we are
on the right track; we learn every day,
accept new resources, obtain new information and share it with others.
Jerneja Kamnikar, direktorica podjetja VIVO,
d. o. o.
Iz velike baze v VIVU mentoriranega potenciala jih nekaj postane sodelavcev, nekaj
zunanjih sodelavcev, drugi pa ostanejo vsaj
prijatelji, simpatizerji in na dolgi rok naročniki.
Verjamem v projekt Akademije za vseživljenjsko učenje – je v tako dobrih rokah in ima
tako jasno vizijo, da bo preživel tako v Sloveniji kot tudi onstran meja. Slej kot prej bo tudi
država prepoznala njegov potencial. Upamo,
da čim prej. Priznanje ‚Učeče se organizacije‘
za nas pomeni potrdilo dobrega dela in izziv,
nov razlog, da nadaljujemo po začrtani poti in
storimo še več.
Jerneja Kamnikar, Director of VIVO, d.
o. o.
From a large base of young people mentored at VIVO, some become our employees, others external employees, and
some stay our friends, fellows or clients in
the long-term.
I believe in the Life Learning Academia
project. It is in great hands and has such a
clear vision that it will survive in Slovenia
and abroad. The state will eventually recognise its potential. Soon, we hope. The
Learning Organisation Certificate is the
proof of our good work and a challenge,
a new reason to continue our way and
achieve even more.
Tomaž Kozlevčar, glasbenik
Pri mladih smo Slovenci izjemni, imamo po-
tencial v najrazličnejših strokah. Če nam kaj
manjka, je to prodornost. Zato sem prepričan,
da je ideja Akademije za vseživljenjsko učenje
glede podeljevanja ‚Referenc‘ izvrstna. Potencial mladih je treba prepoznati pravi trenutek
in ga pri tem vzpodbujati. Tako priznanje
lahko pomeni usmeritev in pravo zagonsko
voljo, da do presežkov zares pride.
V teh težkih časih je težavno predvideti, kdo
bi moral narediti več za prodor mladih, toda
prirejanje dogodkov, kot je današnji, nakazuje,
da se posamezniki trudijo in uspejo narediti
tudi kaj proti vetru.
Tomaž Kozlevčar, Musician
Slovenia’s youth is exceptional; it has potential in various professions. What we
lack is the ability to break through. I know
that Life Learning Academia’s idea for the
“Referenca” award is great. The potential
of our young people must be recognised
at the right moment and be encouraged.
Such an award can represent the right way
and the determination to achieve outstanding results.
In today’s difficult times it is not easy to
anticipate who should do more to help
young people, but the organisation of
events such as this shows that individuals
are trying their best and are able to make
an out of the ordinary achievement.
ena izmed ključnih vrednot v zavesti vsakega
Talumovca. Verjamem, da naša ‚Referenca‘
nosi težo, odraža tiste prvine odličnosti pri
mladih, ki jih nosi tudi naše podjetje – grajenje na znanju in želja po napredku.
Marko Drobnič, Talum, d. d.
Our company deems knowledge as one
of the fundamental values connected
with the excellence of our work processes.
In addition to further training our employees, we are aware of the importance
of knowledge transfer to young people
and learning from them from the preschool period. This is why we naturally
approached the Life Learning Academia
projects.
The Learning Organisation Certificate is
highly appreciated by each of our employees. It proves what we use our knowledge
as one of our key values and our excellence to create a learning organisation. It
shows our willingness to learn continuously and that it is one of the key values of
everyone in our company. I believe that
the “Referenca” awarded by us carries a
great amount of weight and reflects the
virtues of excellence in young people,
which are also the virtues of our company
– building knowledge and endeavouring
to make progress.
Vključite se v Učeče se organizacije
Marko Drobnič, Talum, d. d.
Znanje v našem podjetju predstavlja eno
izmed temeljnih vrednot, ki je povezana z
odličnostjo naših delovnih procesov. Poleg
dodatnega izobraževanja zaposlenih se
zavedamo tudi pomena prenašanja znanja
na mlade in učenja od njih – od vrtcev naprej. Zaradi tega se nam je zdela vključitev v
projekte Akademije za vseživljenjsko učenje
povsem samoumevna.
Priznanje ‚Učeče se organizacije‘ je veliko
priznanje za vsakega Talumovca. Dokazuje,
da Talumovci, ki s svojim znanjem kot eno
ključnih vrednot in s svojo odličnostjo kreiramo to učečo se organizacijo. Izraža našo
pripravljenost na nenehno učenje in da je to
Povabilo za vključitev v proces Učečih
se organizacij poteka od 15.1 do 15.12
vsako leto. Več o Učečih se organizacijah na www.llacademia.com
13
Dear readers,
Learning, knowledge and connection are words that have marked the last few years of my work. When I entered this field seven years ago, I had absolutely no idea what dimensions I was entering into. The awareness
that we learn every single day (or every moment, in fact) is opening up limitless dimensions.
Eventually, I started to understand that my work was not a project that had a start and a finish, but that it was
a process that was continuously changing, developing and upgrading. This was what has always motivated me.
And it still keeps me going on this wide path and which I want to have lots of traffic – as many learning organisations as possible which will create a better tomorrow through their individuals and teams.
What is a learning organisation?
Whenever I start talking about this topic to anyone, they immediately start to tell me enthusiastically how
truly perfect their education plans are, how they educate their employees… But a learning organisation is not
only that. It is much more. First, you need to develop an environment to enable learning to individuals. Why?
Because learning and the consequent realisation of what we have learned enable us to grow personally, and
eventually we are able to do things we never thought we could. We develop inner satisfaction. And we transfer
this to others. This way we help increase the climate, enhance mutual relationships, and carry out our work
faster and better. And all this results in our organisation beating the competition. Of course, it also shows on
financial effects.
The only limitations are those in our head. Or not. But the possibility of personal development and co-creation is actually a possibility to contribute something to our world. Often, this feeling represents a big inner
motivation for further work. We get to know the world through learning and this is also how we build our
relationship to the world.
A learning organisation, therefore, is not only an environment of colleagues who possess knowledge, but it
also creates a good climate, promotes creativity and innovativeness, enables knowledge transfer, integrates
into the environment, builds on corporate social responsibility… there is no end to what it is; we are learning
throughout our lives, whether we want to or not. Lifestyle and technological progress force us to each day get
to know new devices for which we need knowledge. Just think of “smart phones” etc. Why have we decided to publish a magazine? Because it transfers information, provides new perspectives and
connects information seekers with those who already have it. I believe and know that there are plenty of both.
By connecting them, we get the best combination. This way we show that we are socially responsible and that
we are aware it is us who must lead and teach the younger generations, as they are the ones who will lead us in
the future. We will depend on their work, knowledge and skills. Isn’t this just a wonderful magical cycle? We
lead them now and they will lead us later! Easy as pie.
Let this be the guide and encouragement for everyone who is just starting to face challenges and decisions as
to whether their working environment will be a learning one or not.
Marjetka Kastner
Editor and Director of
Life Learning Academia
14
The Lifelong Role
of Mentoring/Supervision When
Working With
People
Experts who work with people,
e.g. psychologists, social workers, doctors, nurses and teachers,
face new or demanding situations every day due to individual
differences between people and
the enormous number of factors
affecting their behaviour and perception. When facing professional
challenges, they must be resourceful; they must connect various
skills and adapt their behaviour to
the features of each individual and
their environment. In doing this,
they face ethical dilemmas and
questions as to if their behaviour
was suitable; did they make the
right decision; were they of any
help to an individual. Supervision
by an experienced colleague who
works in the same field and is
properly trained helps to evaluate
the suitability of the expert’s behaviour and actions. Supervision
is a matter of exchanging opinions
and experience and of sharing
reflections, which support the
expert’s reflections about his or
her actions and experiences while
working with people, and helps
them to become aware of their
competences and their limits and
realise the possibilities for further professional development.
Supervision helps to maintain
their self-confidence, including
as regarding their professional
role; it increases their professional identity and satisfaction at
work, and it protects their mental
health (e.g. decreases the risk of
suffering from burnout). For this
reason, lifelong inclusion in regular supervision when working
with people is an investment that
more than repays the invested
time and effort. It is not only useful for the expert who is included
in it, but also to everyone who
seek help from such an expert,
as he or she can ensure them the
best protection and a high quality
of professional services, which
should be the priorities of all jobs
that involve working with people.
Supervision should therefore, have
greater priority and be included in
the system. It must become a vital
part of the professional activity.
And what is even more important,
it must be made available to experts at the beginning of their professional career when they need it
the most.
Anja Podlesek
The Lifelong Role
of Mentoring/Supervision When
Working With
People
Experts who work with people,
e.g. psychologists, social workers, doctors, nurses and teachers,
face new or demanding situations every day due to individual
differences between people and
the enormous number of factors
affecting their behaviour and perception. When facing professional
challenges, they must be resourceful; they must connect various
skills and adapt their behaviour to
the features of each individual and
their environment. In doing this,
they face ethical dilemmas and
questions as to if their behaviour
was suitable; did they make the
right decision; were they of any
help to an individual.
Supervision by an experienced
colleague who works in the same
field and is properly trained helps
to evaluate the suitability of the
expert’s behaviour and actions.
Supervision is a matter of exchanging opinions and experience
and of sharing reflections, which
support the expert’s reflections
about his or her actions and experiences while working with
people, and helps them to become
aware of their competences and
their limits and realise the possibilities for further professional
development. Supervision helps
to maintain their self-confidence,
including as regarding their professional role; it increases their
professional identity and satisfaction at work, and it protects their
mental health (e.g. decreases the
risk of suffering from burnout).
For this reason, lifelong inclusion
in regular supervision when working with people is an investment
that more than repays the invested
time and effort. It is not only useful for the expert who is included
in it, but also to everyone who
seek help from such an expert,
15
as he or she can ensure them the
best protection and a high quality
of professional services, which
should be the priorities of all jobs
that involve working with people.
Supervision should therefore, have
greater priority and be included in
the system. It must become a vital
part of the professional activity.
And what is even more important,
it must be made available to experts at the beginning of their pro-
fessional career when they need it
the most.
Anja Podlesek
Mentor education and rewarding program
Mentor program
Since Odysseus over a thousand
years trusted his son to the adviser and friend named Mentor,
the concept of mentoring is closely
connected with the educational
process. Today, mentors are not
related only to education but also
with professional development,
although in our area this approach
is much less established. Orga-
Mentor reward
Life Learning Academia prepares
Mentor Training program which
mentors gain knowledge and skills
that mentoring requires (andragogical-pedagogical skills, assessing
competence ...).
After training program participants receive a certificate / certificate of acquired knowledge and
skills. The certificate is valid for 2
years.
Mentors in the organization are
persons which helps students on
different tasks: write papers, invite
students on projects or on practice work. They assist them in selecting the content information and
advice. Trainers also, together with
other cooworkers or Learning
team (if organization hava some)
established titles for diplomas,
seminars. .. Life Learning Academia forward them to faculty and
secondary schools.
More about the mentor to www.
referenca.eu/Mentors
16
nizations among their employees
possess much formal and also
tacit knowledge and those who are
employed get in the course of their
work in the current workplace.
Mentor has a respectable compliments in the working environment, to obtain the organization
added value which contributes to
a better evaluation of the work and
success of the organization.
How to find a Mentor?
If you’re a student or young
employee and you need a
mentor, find informations on
website: www.referenca.eu.
AEC - event for confer awards
Mentor and Reference
Knowledge transfer from experienced and
wise to the young and inquisitive
I am pleased to be an ambassador
of knowledge, since this means
I am expanding my knowledge
and getting to learn about new
knowledge. Working with youth
is always interesting. I am not a
person who would be afraid of the
new generation which knows a lot
but lacks practical and life experience. Therefore, I was also pleased
to be an ambassador of intergenerational solidarity. I hope that I can
even learn much more.
At the Human Rights Ombudsman, we pay a great deal of attention to young people, including
employment seekers, and we are
also aware of all the problems they
have to face on this path. Last
year’s winner of the Reference
award made me realise even more
about how exceptional some of
them really are. The award winner
was not only successful with us
when he prepared a special study;
he was so exceptional that he was
immediately noticed in the economic sector. And imagine this;
he even got a job. It is not all that
“black” for some versatile individuals.
I have plenty of experience with
young people. I do not really know
what to point out. Perhaps our
new placement, which I introduced when joining the Human
Rights Ombudsman. Every year,
we open a placement for one person with special needs. This is a
“gift” for us all, as only this way
can we realise what having a child
who never truly grows up means
to their parents. We learn about
patience, honesty, openness… I
recommend this to everyone!
I would also like to emphasise the
special fixed-term employment of
a young girl who was transferred
to us from the Ministry of Internal
Affairs. After three months with
us she said that this was a lifetime experience for her which she
would never forget. She gained
plenty of professional and practical knowledge and skills in the
area where she had also worked
before.
Vlasta Nussdorfer
ombudswoman
17
Learning organization and social
responsibility
Learning Organisations and Social
Responsibility
Zasl. prof. ddr. Matjaž Mulej,
UM FBE and IRDO Maribor
Social responsibility (or more correctly: responsibility to society)
is a personal value of people who
take responsibility for their effects
on society, i.e. people and nature.
Since today’s crisis is a result of
the influences of influential people who lack social responsibility,
especially the strongest global
economic monopolists and countries (governments), the United
Nations, the International Organisation for Standardisation (ISO),
associations of advanced companies, the European Union and others, although too small in number
(so far), see social responsibility as
a way out of the global socioeconomic crisis. In ISO 26000 (Social
Responsibility), the essential terms
“interdependence” and “integrity”
that connect all the contents that
actually cover our entire life are
sadly neglected nowadays. We
should incorporate and follow
seven principles of social responsibility, which are accountability,
transparency, ethical behaviour
(honesty, equality, reliability,
care for people and nature, the
commitment to our influences),
respect for stakeholder’s interests
(not owners), respect for the rule
18
of law, respect for the international norms of behaviour and respect
for human rights.
Learning organisations should,
therefore, not limit the definition
of learning to professional knowledge, but they should incorporate
the values of social responsibility
at every step to create a culture,
and from it to create ethics as the
leading practice in assessing what
is the correct behaviour, and from
this to create a social responsibility
norm, which will affect the values
of individuals and transform them
from narrow-minded and shortterm selfishness to integral, meaningful and useful values.
This is, indeed, a matter for the
existence of the human race, as
we have been witnessing World
War III: we have talked about war
against terrorism for many years
now, and there are around 30 local (?) wars, and several tens of
millions of refugees. The common
denominator for this is the lack of
social responsibility of influential
people which is reflected in the
corporate social responsibility of
organisations.
Social responibility in Slovenian
organizations
The Institute IRDO for the
development of corporate social
responsibility are finding out,
that more and more organizations
aware of the importance of social
responsibility. Life Learning Academia in 2015 became a member of IRDO and supports social
responsibility.
Meet Awesomi
Awesomi aims to help high school
and university students develop
their skills and provide variousstudent opportunities to top talent
- internships, scholarships and
student exchange programs.
Students naturally don’t have any
work experience in their CVs, so
it’s difficult to distinguish from
each other and being noticed
when entering the labor market
for the first job. To solve students’
problem Awesomi developed the
interactive education platform
enabling students to build the profile of competence playlist, which
is traceable and validated by the
community.
Awesomi is funded by Urška and
Miklavž Grmek. In 2014 they
were selected to the Startup Chile
program among more than 1800
companies globally and received
40.000 USD seed funding for
exchange of making the social impact on entrepreneurship ecosystem in Chile.
Talum Kidričevo - Learning organization
Talum, d. d., Kidričevo has operated uninterruptedly since 1954 when the first aluminium was produced. In its six decades of operation, more than 10,000 employees have laid a strong foundation that
is reflected in our state-of-the-art production processes. At Talum, knowledge is one of the fundamental values, while its employees are its priceless capital which we have been using to change our future,
and we will continue to do so in the future. We believe the key to success is being able to connect
knowledge at all levels and transfer it among our employees as well as to the young ones who are just
entering the process as part of the education process (Talum has obtained the Learning Organisation
Certificate or the Learning Brand, which provides the possibility to exchanging experiences with other
companies, which we use to upgrade our current systems and for us to grow). We apply modern technology in all parts of our production process – the electrolytic plants, foundries and all other plants
where we produce aluminium slugs for containers and tubes, aluminium heat converters for cooling
and solar appliances, and castings for the automotive industry, general machine manufacture, heating
appliances and the electrical industry. We ensure more than 1,200 productive jobs in the area that
has been continuously facing a lack of job positions;In 2011, Talum, d. d., transformed into the Talum
Group; a group of companies. It is composed of subsidiaries which carry out production and service
activities.
Highlights of Talum today. They apply and manage modern technology in all parts of the production
process, which is reflected in the minimum levels of raw material and energy consumption. In terms
of energy efficiency we are ranked second in our branch among the most effective comparable aluminium producers in the world.They export 85% of our products and hold ninth place among the largest
Slovenian exporters. They exceed the average added value in Slovenia by 10%; the average added value
in the Talum Group is €41,000 per employee.We have set a development oriented strategy whose result
is and will continue to be further increased in the volume of production and sales revenue.We meet all
environmental protection standards, both the IPPC and BAT guidelines.
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Nostalgia Veneziana, 28 November 2015 at 19:30, Union Hall
Tjaša Vulič and Luca Bussoletti, two times world professional 10 dance champions and eight times Slovenian champions
in standard dances, present Nostalgia Veneziana, a themed dance event Join us!
www.ltdance.eu
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Andreja Jernejčič Vizjak President of Learning Brand
ple who stand out, are ambitious,
create something more and are
therefore put forward to receive
the Referenca award, which will
open for them the way to a steady
job.
Meaning of Learning organizations
For a good flow of information and
building individuals at individual
levels, we need to emphasise the
mentors. We expose them at the
annual congress, since their efforts
are too often overlooked and not
emphasised enough.
Studies and practices of successful
companies show that only those
companies or organisations which
invest and educate their staff in the
right way can grow and be successful.
We should know that the “big and
successful” learn throughout their
whole lives either from young
people, the elderly, co-workers,
at conferences, courses, or workshops. Every minute, tens of new
deliberations and kinds of knowledge are published online. We will
never view all of them. But we will
grow already by being aware of
them, following some and allowing
ourselves to grow. Only those who
allow themselves to produce bold
ideas can be innovative. Only those
who are willing to devote their free
time for personal development can
grow. Only those organisations
that give time, which we have less
and less of, to knowledge and thus
education can develop.
Andreja Jernejčič Vizjak, MSc
President of Learning Organisations
We have been striving to expose
everyone who supports knowledge
or knowledge transfer and share
it unselfishly. This is what ambassadors of knowledge are for. Last
year, we selected 52 of them from
among renowned persons from
various fields in the Slovenian area.
This year, we have selected more
Slovenian as well as foreign ambassadors of knowledge from around
the world. Ambassadors of knowledge from various companies recognise (unemployed) young peo-
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Leader, Guru and lecutrer -Ravi Chaundrhy
Why do we have fewer Good Leaders?
Ravi Chaudhry
Author of “Quest for
Exceptional Leadership:
Mirage to Reality” &
Chairman, CeNext Consulting
and Investment Ltd, New
Delhi
People all over the world wonder why there are so few good leaders who
command trust and deliver results. Has the quality of leadership declined
or have we become more demanding? Most likely, a bit of both.
Those taking on the mantle of leadership in society and business today
need to acknowledge that we are moving on to a new phase of human
enterprise, driven by increased demand for social consciousness and the
need to function in sync with society and environment. Several potent
forces are accelerating this process, stemming from the rise of ‘knowledgebased civil society’ and ‘predominance of youth in demographics’, based
on the premise that “another world is possible”.
Leaders who accept this new ‘realism’ will emerge as winners in the
21st century provided they can acquire a few new leadership traits.
Till now, the Base Camp Leadership Traits ensured success. These
comprised traits relating to strengths within (i.e. physical traits
such as energy and drive, basic intelligence, and professional will)
and traits relating to interface with outside world (i.e. mind-traits
such as pragmatic vision, transactional skills, and perseverance).
In today’s demandingly complex world, I envisage the need for a
new set of traits, beyond the physical traits and the mind-traits.
These are the traits of conscience: pertaining to the heart of the leader.
These do not call upon us to change our hearts. They only require us to
discover our hearts. These are the traits of Wholeness, Compassion and
Transparency.
Of these, wholeness is the transformational trait. Typically, a leader’s view
is taken from the perceiver’s vantage, with reference to her mind and
processed in her intellect. A complete 360-degree view is difficult, and yet
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only half the job.
Each of our decisions and actions
has an impact on others – directly
or indirectly. The ‘whole wholeness’
comes when we take an additional
360-degree view, as perceived
by others, with reference to
their minds and as processed in
their thoughts. Wholeness is a
720-degree view. A 360-degree
view excludes; a 720-degree view
includes those who are excluded.
A 720-view is the only yardstick
of ‘inclusive development’, global
leaders talk about.
The seeds of these traits already
exist in most leaders. It is the nature
of seeds to grow. If we are aware
of these seeds and let the seeds
within us blossom, every leader
can acquire these. It is for us, the
citizens, not to let down our guard
and continue to seek exceptional
leadership. If we persist, I foresee
this happening, quite soon.
Collect knowledges over Learning Points
What is a Learning point?
A teaching point is a place or an area where individuals can in various
ways obtain new knowledge connected with the content presented by the teaching point.
The results of studies have shown that the ability to understand and perceive certain subject matters in various ways
and in a different environment delivers positive effects. This is what teaching points are based on, as they trigger
various ways of perceiving information in individuals. Teaching points also have other advantages and benefits: they
help to increase knowledge about new developments which only certain target groups know about, they promote
knowledge, places or organisations where they are placed. Teaching points help further develop the knowledge of
individuals and they connect knowledge at various levels in a simple, yet effective way. Viewing a teaching point can
be combined with a visit to an organisation or the surrounding area where the teaching point is placed; it represents
a special experience to individuals or groups of people.
Več na: www.llacademia.com
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