CBS creates online course about business studio teaching and learning. As one of the studio teachers at CBS, I’m in the course.
Over that past two years, I’ve been teaching students at CBS how to create vibrant communities both inside and around their start-ups, how to enhance the quality of the conversations they have around the development of their start-ups, and how to turn conflicting views into super-fuel for creativity. Such learning objectives cannot be achieved through lecturing alone. In the studio, I can work with a broad range of exercises, and I can demonstrate what I’m teaching by staying alert to what is happening in the room and using whatever emerges to enhance the teaching experience.
Read an article about the new Business Studio Teaching and Learning course here
I have written a new book on how you as a manager can deal with those problems that on the one hand are important for you to solve, but on the other hand seems to persist no matter what you do. It can be very frustrating to be held back in your career by such problems. This book offers a practical and research-based approach to dealing with them.
The book is available both in hardcover and as (free) PDF for your e-reader (details below).
Ved sidste års Facilitatortræf, holdt jeg et oplæg om at bruge embodied cognition til at øge lederes effektivitet. Siden da har jeg udgivet en bog om emnet: Sensory Templates and Manager Cognition.
I år er jeg en del af planlægningsgruppen og jeg glæder mig meget til at opleve årets oplægsholdere. Det bliver episk. Biletterne blev udsolgt allerede to måneder inden træffet den 24/8. Du kan dog stadig se nogen inspirerende videoer, hvor oplægsholderne fortæller kort om deres emner:
In this bookchapter, which I wrote together with Ian Sutherland from IEDC Business School, we describe our experience of using dance and choral conduction to teach managers at an executive MBA course about leadership. Continue reading
3 talks on art-based methods in leader development
You are invited to a 2-hour presentation on the results of 3 years research into the use of art-based methods in leader development. I will give the talk three times in different locations. I hope one of these will fit your calendar. You are welcome to bring anyone, who are interested. Just send a mail to let me know when you come.
- May 21st, 15-17 at CBS, S20, Porcelænshaven 22, Råvarebygningen, 2000 Frederiksberg
- May 27th, 15-17 at Resonans, Hauser Plads 32, 2, 1127 Copenhagen K
- May 28th, 8-10 at DPU, A405, Tuborgvej 164, 2400 København NV
The students on the Fine Art of Leadership course, lead by Daved Barry, are developing a theatre piece that will be used as an artistic intervention in the Danish organization Cultural Copenhagen. I was invited to teach some general points about how to work with art creation. I chose to teach about the use of scores and improvisation in developing performances.
A score is a set of instructions that performers follow when performing. For example, the manuscript used by actors or the written sheet music used by musicians. In dance, scores are used to frame and focus improvisations. They can be used as guidelines for improvised performances that are shown to an audience or in chorographical work with dancers, where material for a new performance is developed through a series of improvisations.
Here are the slides I used: Scores and Performances
Ethics is not just about following a code of conduct. It is about being able to sense in one’s body when something is not aligned. We used meditation techniques and art appreciation to develop an awareness of the moment-to-moment felt sense experience that is so important do develop when dealing with ethics.
Published paper in Organizational Aesthetics. It is a literature review in which I ask what unique contributions art-based methods offer to management education.
Arts-based methods are increasingly used to facilitate meta-level learning in management education. Such increased use suggests that these methods are relevant and offer a unique contribution meeting a need in today’s management education. Yet, the literature is not clear on what this unique contribution is, even though it abounds with suggestions of varying quality. To explore this matter, I conduct a systematic literature review focused on arts-based methods, management education, and meta-level learning. I find that the unique contribution of arts-based methods is to foreground and facilitate the process of making and expressing more refined perceptual distinctions, not to get accurate data, but as a meta-level learning process in itself. This finding is important, because it implies that using arts-based methods to facilitate other meta-level learning processes, e.g. reflection, critical reflection, or transformative learning, may limit the potential of such art-based methods. It is also important, because it suggest that future research regarding arts-based methods could focus on exploring the impact of perceptual refinement on, e.g., managerial practice, managers concepts of managerial tasks, or managers competence in carrying out managerial tasks.
Arts-based methods are increasingly used to facilitate meta-level learning in management education. Such increased use suggests that these methods are relevant and offer a unique contribution meeting a need in today’s management education. Yet, the literature is not clear on what this unique contribution may be even though it abounds with suggestions of varying quality. To explore this matter, I conduct a systematic literature review focused on arts-based methods, management education, and meta-level learning. I find that the unique contribution of arts-based methods is to foreground the process of making and expressing more refined perceptual distinctions, not to get accurate data, but as integral to our thinking/learning. This finding is important, because it imply that certain (commonly applied) ways of using arts-based methods may limit their potential. Finally, I suggest that future research regarding arts-based methods should focus on exploring the impact the process of learning to make and express more refined perceptual distinctions may have on managerial practice to further understand the relevance of these methods to managers.