Bøger af Stephen Murgatroyd

What does it take to be courageous? Can courage be taught? Can courage be developed over time? These questions are the starting point for this book. It explores what courage is and what it takes to be courageous. It examines how courage shows itself in the creative arts, politics, and the community. It also explores what gets in the way of being courageous. It leverages knowledge from psychology, philosophy, and the study of leadership and Indigenous ways of knowing. The key to the book is the 7Cs of courage and the ladder of courage - practical ways to develop the skills of being courageous. Full of examples and resources, the book follows the 2017 book Beyond Resilience - From Mastery to Mystery: A Workbook for Personal Mastery and Transformational Change (written with Sarajane Aris) and builds on some of the key ideas explored in this earlier work.Stephen Murgatroyd, PhD FBPsS FRSA is a psychologist with a long history of working with individuals and organizations on transformational change. An in-demand mentor, coach, and consultant, he has worked across the US, Canada, Europe, the UK, Australia, New Zealand, India, and China. He lives and works in Edmonton, Alberta, Canada.

The point is simple: prediction is very difficult (if not impossible) to get right. The best we can hope for from our futurists is to draw attention to unfolding patterns and their possible implications. That's it. And that is what this book does. It was developed from a presentation given to a meeting of Fellows of the Royal Society for Arts and Manufacturing (RSA) held in Vancouver in 2011, and explores several unfolding patterns and their possible implications. I seek here to offer an interpretation of the significance of these developments in terms of unfolding and overlapping 'S' curves, and suggest that there is an opportunity for a new enlightenment or Renaissance, despite the disruption many of the patterns I describe have on our understanding of the world around us.This Renaissance can already be seen in some regions of the world, and there are signs everywhere of the change it will involve. Towards the end of the book, these examples are explored to illustrate what the new Renaissance may be like.

This book is both a workbook and a bridge for those curious to explore and get a flavour of what 'going beyond' resilience is all about. It offers a map to understand how the meaning we give to experiences and the choices we make on our journey in this life can ultimately lead to a path of resilience and beyond, or to ossification and long-term illness. The authors share personal and research-based jewels and tools, which create stepping stones to resilience and beyond. The book includes 9 areas for transformational change and a range of exercises to facilitate and enable the reader on their own personal journey of meaning and beyond. The final chapter introduces the reader to the idea of mystery, creating some glimpses of this, through felt experience.

We are not, as a species, very good at prediction. This you will quickly realize as you read the first chapter of this book. Yet we need prediction to live our daily lives-insurance, weather forecasting, shipping, flight and other decisions depend on them.We make predictions all the time and sometimes we get it right.Strategic foresight is not about prediction. It is about understanding and anticipating different futures. The future is rarely a straight line from the past-it is subject to change and uncertainty. What strategic foresight as a process does is seek to understand why the future will be different from the past and what the implication of these differences are. In this book, I provide insights from forty years of consulting practice with organizations from large (Oracle, TESCO, Heinz, Barclays, Conoco-Phillips), medium (Debenhams, West Yorkshire Police, Millennium Copthorne) and small (Elk Island Public Schools, Alberta Assessment Consortium, Contact North/Contact Nord); for-profit and non-profit.

We began, prompted by the late Chris Gonnet, Superintendent of Grande Prairie Public Schools, to explore the question 'What Makes a Great School?'in December 2010 at a meeting in Boston. We concluded that it involved many inter-connected elements, but that the key components were focused teacher leadership enabled by being empowered and resourced to make a difference. Rethinking Leadership sees evidence-informed practice as the fulcrum point for leveraging school improvement, especially if it systematically supported within a systematic way at the jurisdiction and provincial levels to build school leadership capacity. We also concluded that the framing conditions for the work of the school - the provincial/ state policies, curriculum requirements, financial arrangements, assessment regimes as well as the policies of school boards and districts - either enables or impairs the ability of a team within the school to create a great school for all students.