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Leadership & Intelligence in Higher Education 09/12/2010

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

email: [email protected], [email protected]; [email protected]: http://drjj.uitm.edu.my; HP#:+60193551621

Koichiro Matsura

Previous

Director General

of UNESCO

Howard

Gardner

Edward

DeBono


Albert EinsteinAlbert EinsteinTime Magazine Man of the 20th Century 1905: Special Relativity Theory1915: General Relativity TheoryUnfinished: Unified Field TheoryAn inch-long equation that can explain

all physical phenomenaFailed to read the “mind of GOD”

MichioMichio KakuKakuFamed Futurist- Theoretical PhysicistAuthor: “Physics of the Impossible”

The Theory of EverythingThe Superstring Theory-combining the relativity & quantum theory elegantly-

10 dimensional universe




� Born & Raised in the state of Hang Jebat…� Early education at St. David’s, Science Malacca & SDAR (Seremban)

� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.

� Teaching Certificate (1986) – MPTI, Johor Bahru

� Served ITM – Jan 1987

� PhD Physics Education (1991-1994) - Kansas St. Univ.� Physics & Education expert

� Practiced OBE & Active Learning on his own since 1997.

� OBE, OBTL workshop speaker, facilitator & consultant at national level

� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO

� Chair for ASPEN, Malaysia. � Nominated for Innovative Teaching & Learning National & International

� Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.

� Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally

DrJJ, Zollman, Law, TS Zul

http://drjj.uitm.edu.my

12/9/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 4




Developing 3 Domains of Education-Learn

CognitiveKnowing, the HeadHead

The KNOWLEDGE (F,C,P)Intellectual Skills (FC)

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

PsychomotorDoing, The HandHand, Body

The SKILLS


One of the most important goals of a university is to develop develop

individuals who have advanced literacy skills in individuals who have advanced literacy skills in

their disciplinetheir discipline: people who can participate effectively participate effectively

by critiquing information and ideasby critiquing information and ideas and by contributing with

rigourrigour and creativity to new insights and knowledgeand creativity to new insights and knowledge,

who are selfself--aware as learnersaware as learners, and who are rhetorically rhetorically

versatile, confident communicators versatile, confident communicators able to adaptable to adapt and and

contributecontribute to the demands of employment and life to the demands of employment and life in a in a

changing society and wider worldchanging society and wider world.


“A university is an institution that provides experiences for intense interaction between students & teachers” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7th, 2010




1. Knowledge (K)

2. Practical Skills (S)

3. Thinking and scientific skills (K)

4.4. Communication skillsCommunication skills (A/S)

5. Social skills, teamworkteamwork and responsibility (A/S)

6. Values, ethics, moral and professionalism (A)

7. Information management and lifelong learning skills (S/A)

8. Managerial and entrepreneurial skills (S)

9.9. LeadershipLeadership skills (S/A)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009

i. Knowledge

ii. Practical skills

iii. Social skills and responsibilities

iv. Ethics, professionalism and

humanities

v.v. CommunicationCommunication, leadershipleadership and

team skillsteam skillsvi. Scientific methods, critical thinking

and problem solving skills

vii. Lifelong learning and information

management

viii. Entrepreneurship and managerial

skills




Transformation Framework

Institutional Pillars

Critical Agenda

Source: National Higher Education Action Plan 2007-2010

Human Capital with First-class Mentality

Go

ve

rna

nce

Le

ade

rship

Aca

dem

ia

Teach

ing and

Learning

Re

se

arc

h a

nd

De

ve

lop

me

nt

Academic Performance

Audit

ApexUniversities

LifelongLearning

MyBrain15Graduate TrainingScheme






““The principle goal of education is to create men who are The principle goal of education is to create men who are

capable of doing new things, not simply of repeating what other capable of doing new things, not simply of repeating what other

generations have done generations have done ---- men who are creative, inventive and men who are creative, inventive and

discoverersdiscoverers”” Jean Piaget Jean Piaget

““The only person who is educated is the one who has learned The only person who is educated is the one who has learned

how to learn and change.how to learn and change.”” Carl RogersCarl Rogers

Jean Piaget

Carl Rogers

““Teachers are powerful people and keepers of the future. Help Teachers are powerful people and keepers of the future. Help

your students dream big!your students dream big!”” Leslie Owen WilsonLeslie Owen Wilson

““Learning is finding out what we already know. Doing is Learning is finding out what we already know. Doing is

demonstrating that you know it. Teaching is reminding others thademonstrating that you know it. Teaching is reminding others that t

they know just as well as you. You are all learners, doers and tthey know just as well as you. You are all learners, doers and teachereacher””

RICHARD BACHRICHARD BACH





Joseph Rost of University of San Diego is one of the most popular writers in recognizing the shift from the industrial concept of leadership (leader-centered view) to a paradigm he calls the post-industrial concept of leadership.

He articulates a definition of leadership based on this post-industrial perspective. A definition he believes is more consistent with contemporary organizational life. Rost's definition says that leadership leadership

is an influence relationship among leaders and followers who intis an influence relationship among leaders and followers who intend end

real changes that reflect their mutual purposesreal changes that reflect their mutual purposes.




Today, scholars discuss the basic nature of leadership in terms of the "interaction" among the people involved in the process: both leaders and followers. Thus, leadership is not the work of a single person, leadership is not the work of a single person,

rather it can be explained and defined as a "collaborative endearather it can be explained and defined as a "collaborative endeavor" vor"

among group members. Therefore, the essence of leadership is notamong group members. Therefore, the essence of leadership is not the the

leader, but the relationship (leader, but the relationship (RostRost, 1993)., 1993).


1.1. The The relationship is based on influencerelationship is based on influence: multidirectional, top: multidirectional, top--down & down &

bottombottom--up, up, not to be coercive. not based on authority, but persuasionnot to be coercive. not based on authority, but persuasion..

2.2. Leaders and followers are the people in this relationship: both Leaders and followers are the people in this relationship: both leaders and leaders and

followers are doing leadership; followers are doing leadership; all are active playersall are active players, not necessary equal , not necessary equal

in doing the influence; more than one follower and more than onein doing the influence; more than one follower and more than one leader.leader.

3.3. Leaders and followers intend real changes: Leaders and followers intend real changes: promote and purposefully promote and purposefully

seek changes. changes intended must be substantialseek changes. changes intended must be substantial..

4.4. The changes the leaders and followers intend reflect their mutuaThe changes the leaders and followers intend reflect their mutual purposes: l purposes:

desired changes must reflect the wishes of the leader and the dedesired changes must reflect the wishes of the leader and the desires sires

of the followersof the followers ((RostRost, 1991), 1991)





Einstein said, "The true sign of intelligence is not knowledge but imagination."

Socrates said, "I know that I am intelligent, because I know that I know nothing."




British psychologist Charles Spearman (1927) made an

observation that all tests of mental abilitymental ability are positively

connected. Spearman drew the conclusion that individuals who score high in any mental test, score high in all others, and vice versa. Spearman argued that if all mental tests are correlated, there must be a common factor producing the positive correlation . In particular, Spearman believed that only two factors are measured by intelligence tests, a two factors are measured by intelligence tests, a

general intelligence factor common to all tests and a general intelligence factor common to all tests and a

specific factor that is distinctive in each testspecific factor that is distinctive in each test

All aspects of cognitive functioningcognitive functioning can be represented in terms of

two distinct factors of intelligence; the general intelligence & the the general intelligence & the

specific intelligencespecific intelligence


Alfred Binet is credited as IQ test inventor.Alfred Binet is credited as IQ test inventor.

� He wanted to identify children in schools who needed special education due to their weaknesses in vocabulary, comprehension and memory. He also focused upon their average capability to solve daily life problems.

� He believed intelligence is an improvable faculty in intelligence is an improvable faculty in

human beingshuman beings.� He also observed that human intelligence can neither be human intelligence can neither be

measured nor be expressed in a number.measured nor be expressed in a number.

Unfortunately, TODAY, the famous IQ tests claim not only to measure your intelligence but also express that in a normal number.




"[Intelligence is] the aggregatethe aggregate, or global capacityglobal capacity to act purposefully, think rationally, and deal effectively with the environment. It is global because it characterizes the global because it characterizes the

individual's behavior as a wholeindividual's behavior as a whole; it is an aggregate

because it is composed of elements or abilities which, because it is composed of elements or abilities which,

though not entirely independent, are qualitatively though not entirely independent, are qualitatively

differentiabledifferentiable."

-David Wechsler, 1938


Intelligence Quotient - IQ

A number that signifies the relative intelligence of a person; the ratio multiplied by 100 of the mental age as reported on a standardized test to the chronological age. IQ is primarily used to measure one's cognitive abilities, such as the ability to learn or understand new situations; how to reason through a given problem/scenario; the ability to apply knowledge to one's current situations. It involves primarily the neo cortex or top portion of the brain




I.Q. (Intelligence Quotient)A number that shows the rating of a person's intelligence. It is

found by dividing the mental age, as shown in tests, by the actual age (16 is the largest age used) and multiplying it by 100.

William Stern revised the Stanford-Binet (1905; 1916) tests

Intelligence TestAny test used to measure mental development. Most

intelligence tests include tasks involving memory, reasoning, definitions, numerical ability, and recalling facts.


>140: Genius or near genius ; 120-140: Very superior intelligence 110-120: Superior intelligence; 90-110: Normal or average intelligence

80-90: Dullness; 70-80: Borderline deficiency Below 70: Definite feeble-mindedness

100Age calChronologi

Age MentalxIQ =

12010020

24== xIQ

A 20-year old encountering a test meant for the average 24-year old




Dad, out of curiosity, In the series shown, What number comes next?? 3, 8, 12, 15, 17, __





Triarchic Theory of Intelligence (2003)

‘‘Intelligence is the cognitive ability of an individual to learn Intelligence is the cognitive ability of an individual to learn from from

experience, to reason well, to remember important information, aexperience, to reason well, to remember important information, and to nd to

cope with the demands of daily livingcope with the demands of daily living’’..

Analytical intelligence, creative intelligence, practical intellAnalytical intelligence, creative intelligence, practical intelligenceigence

“IQ tests are convenient partial operationalizations of the construct of intelligence, and nothing more. They do not provide the kind of They do not provide the kind of

measurement of intelligence that tape measures provide of heightmeasurement of intelligence that tape measures provide of height. They measure intelligence related to “book smart”..”

“GGiftednessiftedness should be examined in a broader way incorporating other should be examined in a broader way incorporating other

parts of intelligence such as creativity ie parts of intelligence such as creativity ie ““street smartstreet smart”

Robert Sternberg, Yale Psychology Professor & President of the American Psychological Association


� Analytical intelligence, the ability to complete academic, problem-solving tasks, such as those used in traditional intelligence tests. These types of tasks usually present well-defined problems that have only a single correct answer.

� Creative or synthetic intelligence, the ability to successfully deal with new and unusual situations by drawing on existing knowledge and skills. Individuals high in creative intelligence may give 'wrong' answers because they see things from a different perspective.

� Practical intelligence, the ability to adapt to everyday life by drawing on existing knowledge and skills. Practical intelligence enables an individual to understand what needs to be done in a specific setting and then do it

Robert Sternberg, Yale Psychology Professor & President of the American Psychological Association

Triarchic Theory of Intelligence (2003)Triarchic Theory of Intelligence (2003)




"Until a hundred years ago, if you wanted to have higher education, linguistic linguistic

intelligenceintelligence was important. I teach at Harvard, and 150 years ago, the entrance exams were in Latin, Greek and Hebrew. If, for example, you were dyslexic, that would be very difficult because it would be hard for you to learn those languages, which are basically written languages.“

"While your IQ, which is sort of language logic, will get you be"While your IQ, which is sort of language logic, will get you behind the hind the

desk, if you dondesk, if you don’’t know how to deal with people, if you don't know how to t know how to deal with people, if you don't know how to

read yourself, youread yourself, you’’re going to end up just staying at that desk forever or re going to end up just staying at that desk forever or

eventually being asked to make room for somebody who does have eventually being asked to make room for somebody who does have

social or emotional intelligence."social or emotional intelligence."

Howard Gardner on his Multiple intelligences Theory

Intelligence is "the capacity to solve problems or to fashion prIntelligence is "the capacity to solve problems or to fashion products oducts

that are valued in one or more cultural setting"that are valued in one or more cultural setting" (Gardner & Hatch, 1989)


Revolutionary Book: “Frames of Mind. The theory of multiple intelligences”

“In the heyday of the psychometric and behaviorist eras, it was gIn the heyday of the psychometric and behaviorist eras, it was generally enerally

believed that intelligence was a single entity that was inheritebelieved that intelligence was a single entity that was inherited; and that d; and that

human beings human beings -- initially a blank slate initially a blank slate -- could be trained to learn anything, could be trained to learn anything,

provided that it was presented in an appropriate wayprovided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains.” (Gardner 1993: xxiii)





Revolutionary Book: Revolutionary Book: ““Frames of Mind. The theory of multiple intelligencesFrames of Mind. The theory of multiple intelligences””

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate

issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Linguistic Intelligence involves having a mastery of language. This

intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information




Revolutionary Book: Revolutionary Book: ““Frames of Mind. The theory of multiple intelligencesFrames of Mind. The theory of multiple intelligences””

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, sales-people, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand onIntrapersonal intelligence entails the capacity to understand oneself, to eself, to

appreciate one's feelings, fears and motivationsappreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives


In 1880s, the German psychologist Theodore Lipps coined the term"einfuhlung" (literally, "in-feeling") to describe the emotional appreciation emotional appreciation

of another's feelings. of another's feelings. EMPATHYEMPATHY is

� the process of understanding a person's subjective experience process of understanding a person's subjective experience

by vicariously sharing that experience while maintaining an by vicariously sharing that experience while maintaining an

observant stanceobservant stance.� a balanced curiosity leading to a deeper understanding of another

human being; stated another way� the capacity to understand another person's experience capacity to understand another person's experience

from within that person's frame of reference.from within that person's frame of reference.

�� the ability to "put oneself in another's shoesthe ability to "put oneself in another's shoes.“




If you were to fall in a hole through the center of the earth, how long before you land in a bowl of authentic dim sum in Beijing?



In an essay entitled "Some Thoughts on Empathy," Columbia University psychiatrist Alberta Szalita stated,

"I view empathy as one of the important mechanisms through which"I view empathy as one of the important mechanisms through which

we bridge the gap between experience and thought.we bridge the gap between experience and thought.““

A few sentences earlier in her essay, she had emphasized that ...

"[empathy is] consideration of another person's feelings and rea"[empathy is] consideration of another person's feelings and readiness diness

to respond to his [or her] needs ... without making his [or her]to respond to his [or her] needs ... without making his [or her] burden burden

one's ownone's own

In 1880s, the German psychologist Theodore Lipps coined the term"einfuhlung" (literally, "in-feeling") to describe the emotional appreciation emotional appreciation

of another's feelings. of another's feelings. EMPATHYEMPATHY is




RespectRespect means a lot of different things. On a practical level it seems

to include:

� taking someone's feelings, needs, thoughts, ideas, wishes and preferences into consideration.

� taking all of these seriously and giving them worth and value.� valuing them and their thoughts, feelings, etc.� acknowledging them, listening to them, being truthful with

them, and accepting their individuality and idiosyncrasies.


EMOTIONSEMOTIONS are often called feelings, include experiences such as

love, hate, anger, trust, joy, panic, fear, and grief. Emotions are:

� related to, but different from, mood.� specific reactions to a particular event that are usually of fairly short

duration.� complex and have both physical and mental components.

Generally researchers agree that emotions have the following parts: subjective feelings, physiological (body) responses, and expressive behavior

MoodMood is a more general feeling such as happiness, sadness, frustration,

contentment, or anxiety that lasts for a longer time.





love, hate, anger, trust, joy, panic, fear, and grief.

Subjective feelings� refers to the way each individual person experiences feelings, and this

component is the most difficult to describe or measure.� cannot be observed; instead, the person experiencing the emotion must

describe it to others, and each person's description and interpretation of a feeling may be slightly different. For example, two people falling in love will not experience or describe their feeling in exactly the same ways




Physiological responsesPhysiological responses are the easiest part of emotion to measure

because scientists have developed special tools to measure them. A pounding heart, sweating, blood rushing to the face, or the release of adrenaline in response to a situation that creates intense emotion can all be measured with scientific accuracy. People have very similar internal responses to the same emotion. For example, regardless of age, race, or gender, when people are under stress, their bodies release adrenaline; this hormone helps prepare the body to either run away or fight, which is called the "fight or flight" reaction. Although the psychological part of emotions may be different for each feeling, several different emotions can produce the same physical reaction






Expressive behaviorExpressive behavior is the outward sign that an emotion is being

experienced. Outward signs of emotions can include fainting, a flushed face, muscle tensing, facial expressions, tone of voice, rapid breathing, restlessness, or other body language. The outward expression of an emotion gives other people clues to what someone is experiencing and helps to regulate social interaction






Emotional Quotient - EQ

One morning Izah waited for the light to change so that she coulOne morning Izah waited for the light to change so that she could cross the d cross the

street to campus. As the light in her direction turned green, shstreet to campus. As the light in her direction turned green, she stepped off e stepped off

the curb. Suddenly, Izah froze as a car shot right past her throthe curb. Suddenly, Izah froze as a car shot right past her through the red ugh the red

light and crashed into a car already in the intersection. Izah wlight and crashed into a car already in the intersection. Izah was not hurt. as not hurt.

The car that went through the red light was not that close to heThe car that went through the red light was not that close to her, but she felt r, but she felt

terrified, then weak and shakyterrified, then weak and shaky. She was so . She was so upsetupset that she started to that she started to crycry. .

That morning at school, whenever Izah thought about the accidentThat morning at school, whenever Izah thought about the accident she had she had

seen she felt seen she felt nervous and shakynervous and shaky. By lunchtime, . By lunchtime, when she talked to her when she talked to her

friends about the accident, the shaky feeling was starting to wefriends about the accident, the shaky feeling was starting to wear offar off, ,

and she was beginning to and she was beginning to feel angerfeel anger toward the driver of the car that had toward the driver of the car that had

run the red light. Although Izah was not physically hurt, run the red light. Although Izah was not physically hurt, her mind and body her mind and body

were experiencing a strong emotional reaction to a dangerous were experiencing a strong emotional reaction to a dangerous

situationsituation..




Emotional Quotient - EQ

A measure of one's emotional intelligence, as defined by the abiA measure of one's emotional intelligence, as defined by the ability to use lity to use

both emotional and cognitive thought. both emotional and cognitive thought. Emotional intelligence skills Emotional intelligence skills

include but are not limited to empathy, intuition, creativity, finclude but are not limited to empathy, intuition, creativity, flexibility, lexibility,

resilience, stress management, leadership, integrity, authenticiresilience, stress management, leadership, integrity, authenticity, ty,

intrapersonal skills and interpersonal skillsintrapersonal skills and interpersonal skills. It involves the lower and . It involves the lower and

central sections of the brain, called the limbic system. It alsocentral sections of the brain, called the limbic system. It also primarily primarily

involves the amygdala, which has the ability to scan everything involves the amygdala, which has the ability to scan everything that's that's

happening to us moment to moment to see if it is a threathappening to us moment to moment to see if it is a threat


Emotional intelligence – non-cognitive aspects of intelligence

SaloveySalovey and Mayer coined the term emotional intelligence in 1990and Mayer coined the term emotional intelligence in 1990(Salovey & Mayer, 1990) and described emotional intelligence as a form described emotional intelligence as a form

of social intelligence that involves the ability to monitor oneof social intelligence that involves the ability to monitor one’’s own and s own and

othersothers’’ feelings and emotions, to discriminate among them, and to use feelings and emotions, to discriminate among them, and to use

this information to guide onethis information to guide one’’s thinking and actions thinking and action.




Salovey and Mayer also initiated a research program intended to developvalid measures of emotional intelligence and to explore its significance. For instance, they found in one study that when a group of people saw an when a group of people saw an

upsetting film, those who scored high on emotional clarity (whicupsetting film, those who scored high on emotional clarity (which is h is

the ability to identify and give a name to a mood that is being the ability to identify and give a name to a mood that is being

experienced) recovered more quicklyexperienced) recovered more quickly (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995).

In another study, individuals who scored higher in the ability to perceive individuals who scored higher in the ability to perceive

accurately, understand and appraise othersaccurately, understand and appraise others’’ emotions were better able emotions were better able

to respond flexibly to changes in their social environments and to respond flexibly to changes in their social environments and build build

supportive social networkssupportive social networks (Salovey, Bedell, Detweiler, & Mayer, 1999)

Emotional intelligence – non-cognitive aspects of intelligence


�� Identifying EmotionsIdentifying Emotions - the ability to recognize how you and those around you are feeling.

�� Facilitating ThoughtFacilitating Thought - the ability to generate an emotion, and then reason with this emotion.

�� Understanding EmotionsUnderstanding Emotions - the ability to understand complex emotions and emotional "chains", how emotions transition from one stage to another.

�� Managing EmotionsManaging Emotions - the ability which allows you to manage emotions in your self and in others.

MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE TEST (MSCEIT)

The MSCEIT developed by Dr. Jack Mayer, Dr. Peter Salovey, and Dr. David Caruso is the result of several years of research. It measures the four branches of emotional intelligence, based upon the theory developed by Drs. Mayer and Salovey




Emotional intelligence - two aspects

Essential premise of EQ:

to be successful requires the effective awareness, control and to be successful requires the effective awareness, control and

management of one's own emotions, and those of other peoplemanagement of one's own emotions, and those of other people.

EQ embraces two aspects of intelligence:

�� Understanding yourself, your goals, intentions, responses, Understanding yourself, your goals, intentions, responses,

behaviourbehaviour and all.and all.

�� Understanding others, and their feelings.Understanding others, and their feelings.


Emotional intelligence - the five domains

Goleman identified the five 'domains' of EQ as:

1. Knowing your emotions.2. Managing your own emotions.

3. Motivating yourself.

4. Recognising and understanding other people's emotions.

5. Managing relationships, ie., managing the emotions of

others.




A FRAMEWORK OF EMOTIONAL COMPETENCIES

Social Awareness- Empathy- Service orientation- Organizationalawareness

Self-Awareness- Emotional self-awareness- Accurate self-assessment- Self-confidence

Recognition

OtherSocial competence

SelfPersonal Competence


A FRAMEWORK OF EMOTIONAL COMPETENCIES

Relationship Management

· Developing others· Influence· Communication· Conflict management· Leadership· Change catalyst· Building bonds· Teamwork & collaboration

Self-Management· Self-control· Trustworthiness· Conscientiousness· Adaptability· Achievement drive· Initiative

Regulation

OtherSocial competence

SelfPersonal Competence




Self Awareness

Self Management Social Awareness

Relationship Management

SocialSocial

CompetenciesCompetencies

PersonalPersonal

CompetenciesCompetencies


You have already started giving a lecture and already went through

4 of your power point slides full of mathematical formulations and

you are about to show examples on how to use those equations with a word problem. Unexpectedly, 3 male students sneaked in

through the back door and sat in the last row. The hall seats 200

students. How would you react to the new comers? Explain your

action.




A colleague was explaining to you about some of the students in his

class who are constantly talking in his class and always refusing to

participate when they are asked to answer questions. He was shaking his head and looked quite annoyed at times as he was

relating to you. He was seeking your opinion on what kind of

reinforcement he should impose on the students. How would you

respond? Explain your answer


A colleague had just emailed you that Outcomes-Based Education

is full of crap and a big burden to him. He had copied his email to

the rest of the faculty including the Dean. Basically, he disagreed

with your suggestion that he should rethink his assessment methods. He felt that giving 60% for the final exam in the course he

is teaching is justified and your suggestion for him to look back at

the course outcomes is just crappy and not following the tradition.

How should you respond to him? Explain your anticipated response




� Think of a leader for whom or with whom you worked - one

that you would gladly work with or for again.

� Think of a person in a leadership position that you try to

avoid, or left you drained, or hoping for more.

� How would you describe these people? How did they make

you feel?


• Above &

Beyond

• Self Confident

• Took Ownership

• Cheerful

• Helpful

• Insightful

• Accommodating

• Personable

• Friendly

• Approachable

• Good Listener

• Caring

•• KnowledgeableKnowledgeable

• Took Time

• Reflective

• Concerned

• Responsive

Good Retail Experience

• Good team

builder

• Positive

• Ethical

•• ResultsResults--

oriented (vs. oriented (vs.

process)process)

• Visionary

• Humorous

• Kind

• Appreciative

• Good

communicator

• Clear, precise (communication)

•• Hard workerHard worker

• Empathetic

Good Boss




•• IncompetentIncompetent

• Unethical

• Lazy / Bored

• Blame others

• Smarmy

• Arrogant

• Condescending

• Non-responsive

• Rude

• Headstrong

• Insensitive

• Closed

• Unhelpful

• Unprofessional

• Unconcerned

•• UntrainedUntrained

Bad Retail Experience

• Self-absorbed

•• Inconsistent Inconsistent

directiondirection

• Vindictive

• Ego-maniac

• Prideful

• Manipulative

• Paranoid

• Disrespectful

• Belligerent

• Demeaning

• Moody

• Negative

• Unethical


• Discouraging

Bad Boss


• Impressed

•• WorthyWorthy

•• ValidatedValidated

•• HappyHappy

•• EqualEqual

•• EncouragedEncouraged

•• HopefulHopeful

•• SpecialSpecial

•• SatisfiedSatisfied

•• You were You were

importantimportant

•• ValuedValued

•• Customer for lifeCustomer for life

•• RelievedRelieved

• Pleasant

• Open

•• GratefulGrateful

Good Retail Experience

•• EmpoweredEmpowered

•• EnthusiasticEnthusiastic

•• ValuedValued

•• EnergizedEnergized

•• HopefulHopeful

•• ConfidentConfident

•• SafeSafe

•• RelaxedRelaxed

• Mutual admiration

•• RespectedRespected

•• Motivated to excelMotivated to excel

Good Boss




• Frustrated

•• VictimizedVictimized

• Disappointed

• Discontent

• Stressed

• Distressed

•• In shockIn shock

• Disbelief

•• DrainedDrained

•• HopelessHopeless

• Angry

•• IgnoredIgnored

•• DevaluedDevalued

• Unimportant

•• VengefulVengeful

•• HelplessHelpless

• Unsatisfied

•• DisrespectedDisrespected

•• Unsafe / Unsafe /

VulnerableVulnerable

•• Used & Used &

AbusedAbused

Bad Retail Experience

•• UnappreciatedUnappreciated


• Rebellious

• Withdrawn

• Uncooperative

• Unproductive

•• Eager to Eager to

sabotagesabotage

•• Little, small, Little, small,

demeaneddemeaned

•• HopelessHopeless

•• StupidStupid

•• DrainedDrained

• Very Stressed

• Angry

•• FearfulFearful

• Depressed

Bad Boss







“Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked.” Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W.

WinderWinderWinderWinderWinderWinderWinderWinder

““““““““The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but

action.action.action.action.action.action.action.action.”””””””” Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer

““““““““The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions.ions.ions.ions.ions.ions.ions.ions.””””””””

Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm

Dr JJ: +60193551621; http://drjj.uitm.edu.my

albert einstein michio kaku fsg dec07/obejan2010/drjj-akept-eq-iq... · michio kaku famed...

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