Emotional Intelligence in Teams; A look at Self Awareness. By Gillian Gathoni Mwaura Introduction Building a team begins with understanding the task. After which, one identifies and enlists the members to give the team the best opportunity to fulfill its purpose (Griffith 2015, 29) . In his book titled Good to great , Collins (2001) argues that the “who” question comes before the “what” question. Great leaders begin by getting the right people on and the wrong ones off the bus (Collins 2001, 63). The author of this paper’s team formation experiences has not presented her with opportunities to choose the right people for a team; on the other hand, most of her teams are coincidental. The author is mainly involved in Sacrifice Reliant Organizations (SRO). SROs are organizations whose structures are oblivious and ambivalence of calling. They are primarily under-resourced, therefore unable to attract talent-based people but attract people who generally feel “
Reframing Power in Learner-Centered Teaching Model among the Large Power Distance Cultures. Gillian Edube. “ Culture defines appropriate ways for people to interact, how learning institutions function, and what it even means to learn. Teaching, therefore, is a cultural activity. Our culture greatly shapes the expectations we bring to the teaching-learning experiences” (Ott 2021, 4–7) . The cultural perspective of teachers influences how they teach. This paper is an effort to make meaning of learner-centered learning in Large Power Distance cultures (Uganda & Kenya). The author takes a keen look at the basic underlying assumptions beneath the Large Power Distance (LPD), examines power through a Biblical (Creation, Fall, and Redemption) framework, and seeks to reframe power dynamics in teaching. How does a teacher from a Large Power Distance (LPD) make meaning of learner-centered teaching? Definitions of terms Culture -The culture of a group can be defined as th