realisedevelopment.net

Just another WordPress site

Getting to Grips with Social Finance – FREE TRAINING

June 12, 2012 by admin

Urban Forum has FREE places available on the following half-day seminar on Getting to Grips with Social Finance.

21st June 2012 in Wakefield

Social Investment? Community Finance? Charity Bonds? Crowdfunding? What does it all mean and what does it have to do with us?
In these times of austerity, public service transformation and changes to voluntary and community sector funding, there is a greater emphasis on new forms of financing social action through social investment. In a nutshell it’s about using money to achieve both social outcomes or ‘returns’, as well as financial ones.

These seminars, organised with local and national partners, will:

  • Provide an overview of social investment and community finance
  • Share some practical examples of how new funding models can be used
  • Discuss practical implications for community organisations
  • Enable participants to explore how to assess whether social finance can work for them
  • Signpost to available sources of support

CLICK HERE TO FIND OUT MORE AND BOOK YOUR FREE PLACE http://www.urbanforum.org.uk/our-events/getting-to-grips-with-social-finance

The Getting to Grips with Social Finance workshop programme is being supported by the Santander Foundation.

Urban Forum

Email info@urbanforum.org.uk          Web www.urbanforum.org.uk

Tel 020 7253 4816

Filed Under: Development Tagged With: community, community development, finance, management, strategy, training

What People Say About Progress School…

February 13, 2012 by admin

Because I choose to let it, Progress School forces me to focus on what I need to do to develop my future plans. Attending the sessions makes me focus at least once a month [if I’m lucky enough to escape work to attend] and that focus is nudging me into taking actions that I might ordinarily push to one side ‘until later’.

The only negative side manifests itself in my frustration when my paid job is too demanding to allow that precious time for me to attend. Precious is what Progress School is to me at the present time. Now I need to find ways to ensure my escape in good time every 2nd Thurs of the month.

 

“I’ve always known personal development was important, but rarely actually made any time for it. Progress School changes that. It means that at least once a month I’m forced to think about my own development, and better still it gives me the tools, support and motivation for doing so.”

“Joining a group which is focused on self development has focused me on what I need to do. Knowing that I will be “reporting in” once a month has helped me to find the time to put in the effort to do something in readiness for the next session.”

 

Thank you very much for inviting me to Hull Progress School which I thoroughly enjoyed. I thought that Mike’s presentation /facilitation was excellent. Actually I was able to recall the model verbatim during a conversation over the weekend which either

a) had a lasting and meaningful impact, or

b) means that I am opening my mind as a consultant to new ideas, or

c) makes me sad and I should get out more !

Book On Progress School Here

Filed Under: Progress School Tagged With: community, community development, practical, professional development, training

Some forgotten truths about enterprise…

February 11, 2012 by admin

  • Poverty is not about scarcity – it is not that there is not enough – but that it is not shared
  • The challenge is to give more people the power that they need to play a positive and powerful role in markets; This means accessible and relevant processes to develop individual capabilities and power
  • Markets will always have a place in our society but not everything can be bought and sold.  Care for example is an emotional relationship that cannot be bought and sold.
  • Development is a measure of the extent to which individuals have the capabilities to live the life that they choose.  It has little to do with standard economic measures such as GDP.
  • Helping people to recognise choices and increase the breadth of choices available to them should be a key objective of development.
  • Developing the capability and power of individuals provides a key to both development and freedom
  • Development must be relevant to lives, contexts, and aspirations
  • Development is about more than the alleviation of problems – stamping out anti social behaviour, teenage pregnancies, poor housing and so on.
  • It is about helping people to become effective architects in shaping their own lives
  • We need practices that value individual identity; avoid lumping people into “communities” they may not want to be part of, and promote a person’s freedom to make her own choices.  Promoting identification with ‘community’ risks segregation and violence between communities
  • Society must take a serious interest in the overall capabilities that someone has to lead the sort of life they want to lead, and organise itself to support the development and practice of those capabilities
  • We should primarily develop an emphasis on individuals as members of the human race rather than as members of ethnic groups, religions or other ‘communities’.  Humanity matters.
  • We need to make the delivery of public education, more equitable, more efficient and more accessible

If we took this stuff seriously what kind of enterprise development activities would a LEP commission?

Filed Under: enterprise Tagged With: community, culture, development, enterprise, enterprise coaching, entrepreneurship, person centred, policy, Poverty, Power, training

Are we learning? Or just looking good?

February 9, 2012 by admin

Stanford University psychologist Carol Dweck made a great distinction between performance goals and learning goals.

  • Performance goals are about “winning positive judgements of your competence and avoiding negative ones. In other words, when students pursue performance goals they’re concerned with their level of intelligence: They want to look smart (to themselves or others) and avoid looking dumb.” A person usually does this by playing it safe.
  • Learning goals are ones that are about increasing your competence. “It reflects a desire to learn new skills, master new tasks, or understand new things—a desire to get smarter.”

Both goals are common and can drive achievement. So there’s nothing wrong with either.

“In fact,” she says, “in the best of all possible worlds, students could achieve both goals at the same time.” Unfortunately, we don’t live in the best of all possible worlds. One is usually pitted against the other. “The tasks that are best for learning are often challenging ones that involve displaying ignorance and risking periods of confusion and errors. The tasks that are best for looking smart are often ones that students are already good at and won’t really learn as much from doing.”

What she has found is that an overemphasis on performance goals – wanting to look good – can foster a helpless response. In a 1988 study they found that “many of the students with performance goals showed a clear helpless pattern in response to difficulty. A number of them condemned their ability, and their problem solving deteriorated.

“In sharp contrast, most of the students with learning goals showed a clear mastery-oriented pattern. In the face of failure, they did not worry about their intellect, they remained focused on the task, and they maintained their effective problem-solving strategies.

“When children are focused on measuring themselves from their performance, failure is more likely to provoke a helpless response. When children are instead focused on learning, failure is likely to provoke continued effort.”

Another interesting tidbit came out of the study. “Some children were told at the start of the study that they had the ability to do really well at the task. Others were told (temporarily) that their level of ability at the task was not so high. For students with performance goals, this message made a real difference: Students who were certain of their high ability were more likely to hold on in the face of failure and remain mastery-oriented. But students who thought their ability was lower fell right into a helpless response.” It made no difference to the student with learning goals.

How are we structuring the environment in our schools and organizations? It seems to me, we foster environments that encourage and reward levels of achievement and not degrees of learning. In such a case, most people would opt out for performance goals. Who wants to take a chance of being criticized for looking dumb? Are we learning or looking good?

Incidentally, an important book by Carol Dweck has just been released in paperback. It covers some of this material. Check out Mindset: The New Psychology of Success.

Filed Under: Progress School Tagged With: change, learning, performance improvement, training, Uncategorized

Leeds Progress School

February 8, 2012 by admin

We have a few spaces left at Leeds Progress School tomorrow, Feb 9th, from 4-6pm at the QU2 Centre in Queens Square, Leeds, near the Merrion Centre.

It would be lovely if you could join us.  We also have another Progress School in March which you can also book now.

Progress…

  1. Movement, as toward a goal; advance
  2. Development or growth
  3. Steady improvement, as of a society or civilization
  4. To advance; proceed
  5. To advance toward a higher or better stage; improve steadily
  6. To increase in scope or severity

[widgets_on_pages id=”Leeds Progress School Booking”]

Filed Under: Uncategorized Tagged With: Event, inspiration, training

  • 1
  • 2
  • 3
  • …
  • 30
  • Next Page »

Recent Posts

  • Hello world!
  • The Challenges of ‘Engaging Community Leaders’
  • Are rich people less honest?
  • 121s – The single most effective tool for improving performance at work?
  • Wendell Berry’s Plan to Save the World

Recent Comments

  • A WordPress Commenter on Hello world!
  • charles hapazari on Top Down: Bottom Up
  • Marvina Babs-Apata on The Challenges of ‘Engaging Community Leaders’
  • Steve Hoey on The Challenges of ‘Engaging Community Leaders’
  • Philippa on An imaginary open letter: To those who would ‘engage’ us…

Archives

  • November 2018
  • March 2014
  • November 2013
  • October 2013
  • August 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • September 2012
  • August 2012
  • July 2012
  • June 2012
  • May 2012
  • April 2012
  • March 2012
  • February 2012
  • January 2012
  • December 2011
  • November 2011
  • October 2011
  • September 2011
  • August 2011
  • July 2011
  • June 2011
  • May 2011
  • April 2011
  • March 2011
  • February 2011
  • January 2011
  • December 2010
  • November 2010
  • October 2010
  • September 2010
  • August 2010
  • July 2010
  • June 2010
  • May 2010
  • April 2010
  • March 2010
  • February 2010
  • January 2010
  • December 2009
  • November 2009
  • October 2009
  • September 2009
  • August 2009
  • July 2009
  • June 2009
  • May 2009
  • April 2009
  • March 2009
  • February 2009
  • January 2009
  • December 2008
  • November 2008
  • October 2008
  • September 2008
  • August 2008
  • July 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008
  • February 2008
  • January 2008
  • December 2007
  • November 2007
  • October 2007
  • September 2007
  • August 2007
  • July 2007
  • June 2007
  • May 2007
  • April 2007

Categories

  • Community
  • Development
  • enterprise
  • entrepreneurship
  • Leadership
  • management
  • Progress School
  • Results Factory
  • Training
  • Uncategorized

Meta

  • Log in
  • Entries feed
  • Comments feed
  • WordPress.org

Copyright © 2023 · Enterprise Pro on Genesis Framework · WordPress · Log in