6
*e
POLLEN learning lab
to improve the public education system and PISA.
www.gruposinapsys.com
Designing the future
Published in:
The 30th International Conference of
the System Dynamics Society, St. Gallen, Switzerland
http://www.systemdynamics.or;
mates
AUTHORS
Pedro Dagoberto Almaguer Prado. Ing. pedrodago@ gmail.com Author
Beatriz Eugenia Navarro Vazquez, Lic. bety.5505@ gmail.com Collaborator
Ruth Raquel Almaguer Navarro, Lic. ruth_ran@ hotmail.com Design
Ramiro Luis Almaguer Navarro, Lic. rmalmaquer@ gmail.com Modeling
Pedro Dagoberto Almaguer Navarro, Lic. pan.dago82@ gmail.com Collaborator
Monday March 26, 2012
Abstract
The OECD groups 30 member countries committed to democracy and market economy that
provides a unique forum for discussion, development and improvement of economic and
social policies. OECD's mission is to promote policies designed to:
*® To achieve a maximum possible expansion of economic growth and employment, and
improved living standards of the member countries while maintaining financial
stability and, thus, contribute to the development of world economy;
e Contribute to healthy and solid economic expansion in countries, both members and
non-members who are in the process of economic development;
To achieve this, given the results of public education in Mexico, we have taken the first steps
to develop a new learning lab that helps us to visualize the impact of our decisions to improve
the education system, and avoid the possible, the impact of the unintended consequences of
changes in public education policy to be implemented in social, cultural, economic and
ecological.
Keyword - Learning Labs, Social Sciences, PISA, OECD, simulation, modeling, public
policy, education, system dynamics.
POLLEN Learning Lab
Improving public education and PISA.
www.gruposinapsys.com.mx 1
POLLEN Learning Lab
Improving public education and PISA.
List of contents
Abstract ...
Keyword .....
Introduction
What PISA Is? ....
Tests ....
The simple
The results
México and PISA:
PISA assesses what
Systemic vision to improve the results of the Mexican educational system and PISA...
Steps for the development of learning labs..
Building the model, its cycles, cause and effect ..
Structure (basic cause-effect cycle)
Cause-effect cycle to improve education performance...
Cause-effect cycles in modules, using the simulator Stella. ..
Cause-effect cycle, incorporating HumanSigma, to improve performance of PISA and
education system.
Meta-analysis of scientific validation of feedback loops R1, R2, R3, R4, and R5........
Developing the POLLEN model, step by step.....
Model for Leadership of Principal...
Resonant or dissonant leadership of Principal (Part 1).
Leadership of Principal (Part 2)
How is classified (emotional involvement) "Engagement". .
Model for Teachers Engagement...
Model of emotional Engagement of the teacher. (Part 1)...
Model teacher Engagement (part 2)
iTS RESERVED) www.gruposinapsys.com.mx 2
POLLEN Learning Lab
Improving public education and PISA.
Model teacher Engagement (part 3)
(UWES, UWES-S) - Another method of assessing the employee Engagement (for
teachers), can also be used for students. .....
Model for students (learners) engagement...
Model students (learners) involved (Engagement) Part 1..
Model student (learner) engagement (Part 2)
Module to evaluate the HumanSigma .
Conclusions
Future improvements to the model...
Appendix "A": HumanSigma, to evaluate human performance. ....
HumanSigma in English
Cause-effect cycle to improve results, based on performance ....
Appendix " motional engagement of teachers Q**
Appendix "C": Emotional engagement of students “learners” CE”...
Appendix "D": Survey of Welfare and Labor (UWES) to assess the emotional
involvement (Engagement) of employees or teachers.
Appendix "E": Survey of Welfare in the academic context (UWES-S) to assess the emotional
involvement (Engagement) of the students (learners)
Bibliography
Details of the author and collaborators
Table of figures
Figure 1: Steps for the development of learning laboratories and their results. ...
Figure 2: Is key to the performance, emotional involvement (Engagement). .
Figure 3: Cycles of cause and effect of performance in education...
Figure 4: Cycles cause-effect, model to improve the education system & PISA...
Figure 5: HumanSigma, to improve education & PISA.
Figure 6: Leadership of Principal, or any executive position of the institution. ..
iTS RESERVED) www.gruposinapsys.com.mx 3
POLLEN Learning Lab
Improving public education and PISA.
Figure 7: Variables that convey the leadership module to and from other modules, initial
values and dimensional multipliers for the calculation of the effects.
Figure 8: Module for the Teacher Engagement...
Figure 9: Communication module teachers to and from other modules and their initial data. 13
Figure 10: dimensional multiplier to calculate the effects due to the change of teacher in
a state of Engagement to another. .
Figure 11: Module for managing the emotional engagement of the students (learners)...
Figure 12: Communication module students (learners), to and from other modules and their
initial data 16
Figure 13: dimensional multipliers for calculating the effects of changing a student from a state
of Engagement to another. .......
Figure 14: HumanSigma — simplified calculation. ...
Figure 15: Methodology to develop our POLLEN learning lab...
Figure 16: Cause-effect cycle to improve performance. (Q’” or UWES, CE’! or UWES-S)
Chart table
Graph 1: HumanSigma performance impact coefficients in quadrants.
Graph 2: HumanSigma impact coefficients by bands of performance. .....
Tables
Table 1: Emotional engagement of teachers Q’? (mountain psychological)...
Table 2: Emotional engagement of students “learners” CE’. .
www.gruposinapsys.com.mx 4
POLLEN Learning Lab
Improving public education and PISA.
Introduction
What PISA Is?
PISA (Program for International Student Assessment) is an international study
which began in the year 2000. It aims to evaluate education systems worldwide
by testing the skills and knowledge of 15-year-old students in participating
countries/economies. Since the year 2000 over 70 countries and economies
have participated in PISA. This is a population that is about to enter post-
secondary education or who is about to join the workforce. It is important to note
that the program has been designed as a resource to provide abundant and
detailed information to enable member countries to adopt the decisions and
policies needed to improve educational standards.
The assessment covers the areas of reading, mathematical and scientific
competence. The emphasis of the evaluation is on the domain of processes,
the understanding of the concepts and the ability to act or function in various
situations within each domain.
Tests
Tests used in the evaluation process does not require anything other than
pencil and paper and each student has two hours to answer it.
Each exam is a combination of direct questions with one correct answer
(questions that only support a few words or short phrases for response, or
offering multiple options for students to check one or more), and questions
that require students to develop their own answers. The questions of the first
type can only be right or wrong, and the second types are more complex
evaluation and support partially correct responses. Importantly, while PISA
uses the tool of multiple choice questions, a significant portion of the reagents,
particularly the most complex, requiring the student essay writing and even
charting.
Not all students have the same test on the table the day of the test to different
students will play different booklets. As test was applied in 2006, there were 13
different test booklets, each with four chapters or groups of evaluation activities.
In addition to the actual examination, students must answer a questionnaire in
which they ask questions about themselves and their homes. This survey of
context is an important tool for the use of the PISA test, and talk about it later.
The simple
For the implementation of PISA are used representative samples of between
4,500 and 10,000 students per country. This sample size allows inferences of
www.gruposinapsys.com.mx 5
POLLEN Learning Lab
Improving public education and PISA.
the country as a whole but does not allow inferences by regions or states.
Some countries ask for samples to use the test also in the exploration of
regional differences. Such was the case of Mexico, which in the 2003
evaluation cycle conducted an evaluation with 29.983 students and in the 2006
cycle with 30.971 students.
The results
PISA aims to provide a profile of the capabilities of students 15 years of all the
countries which apply the test. It also provides information on the personal,
family and school participants in the sample.
The cyclical nature (triennial) allows evaluation indicators on trends in each
country and in all the countries involved in the project. Ultimately, the quality
and richness of the data obtained in the evaluation process is intended as
the basis for research and analysis for better policies in the field of education.
México and PISA
The PISA international assessment program was developed between 1997 and
1999 and first applied in 2000 with the collaboration of 28 OECD member
countries, including Mexico (plus four non-members, giving a total of 32
countries). Therefore, it is not an assessment tool that corresponds to the path
of certain countries and has been exported to others, but that was gestated with
the collaboration of these countries were to apply, and this contributed to
attend universality in the focus of the review and the cultural relevance of the
examples used in the reagents.
The first round of evaluations was applied in 2000 and 2002, a total of 43
countries (the initial 32 plus 11). The second cycle in 2003 covered 41
countries, and the last cycle performed up to now, 2006, included 57countries.
PISA assesses what?
Unlike other tests that have been used in the past, PISA is designed to meet the
skills, or, in other words, skills, expertise and skills of students to analyze and
solve problems, to manage information and face situations they will face in adult
life and that require such skills.
PISA focuses on the evaluation of three areas: reading literacy, mathematical
literacy and scientific literacy.
www.gruposinapsys.com.mx 6
POLLEN Learning Lab
Improving public education and PISA.
Systemic vision to improve the results of the Mexican educational
system and PISA.
Given the results of Mexico in the PISA test, looking for a better way to discover the
policies and / or procedures to assist the Mexican government, to discover what
leverage points to improve the results of this key indicator in education, we have
taken the first steps for developing a new learning lab that helps us to visualize the
impact of our decisions over time to improve the educational system of our country
and where possible avoid, the impact of the unintended consequences of changes
policy to implement public education, social, cultural, economic and ecological.
Always looking for sustainable change.
Steps for the development of learning labs.
i ans
Step2
Step4 Step5
step Convert — a Step 6
¢! Description Step3 fae Deveonine Implement
Describe tale ‘Simulate: al ane ive BE ae lat > changesin
the andrate thes al bate jucate policies and
system snl an oa structure
equations: structures debate
=
e
Figure 1: Steps for the development of learning laboratories and their results.
Building the model, its cycles, cause and effect
Structure (basic cause-effect cycle)
+
Engesement @) Performance
Figure 2: Is key to the performance, emotional involvement (Engagement).
SOME {ESERVED} www.gruposinapsys.com.mx 7
POLLEN Learning Lab
Improving public education and PISA.
Cause-effect cycle to improve education performance.
Leadership
of Principal
Human
Sigma
@ fi
Schools based on oe )
H
juman Strengths ( ) WT rciiarcisane
and SD ®
Q) Learning
= @
Teacher
' Engagement Learner
Engagement
By Pedro Dagoberto cE
Almaguer Prado
Figure 3: Cycles of cause and effect of performance in education.
Cause-effect cycles in modules, using the simulator Stella.
Population
Figure 4: Cycles cause-effect, model to improve the education system & PISA.
www.gruposinapsys.com.mx 8
POLLEN Learning Lab
Improving public education and PISA.
Cause-effect cycle, incorporating HumanSigma, to improve
performance of PISA and education system.
Leadership
of Principal
Y Learning
Teacher
Engagement
Learner
Engagement
er
Population
Figure 5: HumanSigma, to improve education & PISA.
Meta-analysis of scientific validation of feedback loops R1, R2, R3, R4,
and RS.
The cause-effect relationships shown in the diagram above, have been validated and tested in
a scientific and statistical results of their meta-analyzes have been published by the Gallup
company, www.gallup.com then documented the bibliography where these works have been
published.
1. R1, R2, R3, are documented in the book referenced annex as (3) entitled "Follow
this path."
2. R2,R4, RS, HumanSigma Meta-analysis is reported in reference (7).
3. Ri has been validated extensively in reference (6).
4. To better understand the importance of "HumanSigma," consider the references (4
and 5)
5. To learn how to develop better leadership style, study references (1, 2 and 8), which
are useful to discover their talents and strengthen and references from the books
of Daniel Goleman, Richard Boyatzis and the Dalai Lama to better manage of
emotional intelligence.
www.gruposinapsys.com.mx 9
POLLEN Learning Lab
Improving public education and PISA.
Developing the POLLEN model, step by step.
Model for Leadership of Principal
Resonant or dissonant leadership of Principal (Part 1)
; Actua
RtoDdD
Leadership Ret pend
of Principal Oo— OS
Normat \ Tote!
Rod Moe | Etct on
nas = ow) ee
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—
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ie De ; \ om ie
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‘ Retirement .
@) i q O) “Rate 2
Normal Etfect of Normal Effect of
Recruit Rate pooulation on Retuement Population on
Recntmont fae etme
Figure 6: Leadership of Principal, or any executive position of the institution.
According to Daniel Goleman's, Richard E. Boyatzis, Annie McKee, Emotional Intelligence book,
references (9,10, 11 and 12), especially the one entitled "Primal leadership," helps us
understand a little better, the importance and role transcendent playing all the directors
of any area in any institution, when exercising their leadership style, as to the performance
of his team.
Daniel tells us that there are two kinds of styles of leadership, positive or so-called resonant
leaders, negative or dissonant. Among the resonant are the (visionary, coaching, affiliative,
democratic) and are classified as dissonant (the authoritarian or the helmsmen) both exert
a negative and highly authoritarian leadership.
Based on assessments of emotional intelligence Goleman and Boyatzis ECI-360 test, you
may find the leadership style of each manager, our data indicate that in northeastern
SOME RVED www.gruposinapsys.com.mx 10
POLLEN Learning Lab
Improving public education and PISA.
Mexico, abound in more than 75% dissonant leadership style, this means there is much work
to do in this area, an authoritarian leader goes to work to sick people a psychosomatic issue,
this occurs but not a word to his subordinates, the limbic part of our brain operates wirelessly
connects to the human beings around us, so if the leadership style is dissonant, all this
negative charge is passed to the members of our team and there is evidence that a
relationship in non-nutritious, with the passage of time causes diseases.
All these considerations have been mapped in this part of the model, there is a group of
resonant leaders and other dissonant and the different effects that have direct influence in
transforming exercised leadership styles, such as:
1. Effect of recruitment policies that take into account or not, the current state of
knowledge of emotional intelligence, knowledge of the talents, systemic skills, the
discovery of purpose, mission, vision and values and harmony and alignment with
shared vision of the institution.
2. Effect of the formation of emotional and social skills and strengthening of the talents
in the transformation of leadership styles in both directions.
3. The effect of policies on retirement plans for succession in the workplace.
Leadership of Principal (Part 2)
Leadership
of Principal
Dimensionless
Multipliers
O- 4 >——-O)
Effect of Teacher Efiect or
Teacher Engaged Engagement Teacher Engaged
‘on Rtod Rato mDwR
Efi of Perormarce
Performance Pato
en Rie0
e —+O
Total Effect of
Effect of
Efect on Pecdormance
renee — ae wo DIR
~—_—_+-_—_*,
Effector Total Etfoct or
Pedtemncs: Efect on Teachor Engazed
onRw0 DioR on DIR
OQw—<>——*
Efecto Prac fect of
Population on rato Popsiston on
Retieract Recratment
Outputs
re)
Leadeship
Rao
.
Leadersho
Rate
i
e)
Leader Pre
el Procial
Ratio
Initial Data
Cc
Resonash _Resfoan Prncipel
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Dissonart
©) Leadership
nt
Part 2
Teacher Teacher
Engagement Engagement.Te Pr
Ratio
Performance
Ratio
Population Principal
Principal ;
voce ‘avo
o_O
we Population. Total
Pincigal Principal
Figure 7: Variables that convey the leadership module to and from other modules, initial values and
dimensional multipliers for the calculation of the effects.
[SOME RISHTS RESERVED|
www.gruposinapsys.com.mx
11
POLLEN Learning Lab
Improving public education and PISA.
How is classified (emotional involvement) "Engagement".
Active Disengagement Not Engagement Engagement
For practical purposes, one can say that employees and students can be classified in three
ways, (1- The Engagement, are high performance, 2—the “Not Engagement" are employees
who are not psychologically connect with students, if students have an average performance,
and 3 - the Active Disengagement, these are the ones who disapprove, or low performance.)
The engagement is also known as the "emotional involvement".
Model for Teachers Engagement.
Model of emotional Engagement of the teacher. (Part 1)
Teacher
Engagement
Part1
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POLLEN Learning Lab
Improving public education and PISA.
This is essential to know precisely, which is the degree of emotional involvement of every
teacher or employee of the institution, it is important that the leader knows how to
interpret the survey Q12 (includes 12 questions) reported in Appendix "B" and above all,
known to practice the medicine to solve the problems of low involvement of their teachers,
take note that this directly affects the emotional involvement of their students and their
performance is directly affected, everything is connected. If you want to understand a little
better depth these exciting discoveries in neuroscience, read the book "Follow this path" in
reference (3).
The application of "leadership styles of resonant type, the part of managers, but
understanding what to do to correct problems in the Engagement of their teachers, play a key
role in moving from a state of Engagement, to another, for calculating the effect of
recruitment and retirement plans are followed guidelines similar to those mentioned in the
module for the leadership of its directors.
Model teacher Engagement (part 2)
Teacher
Engagement
Part 2
Outputs Inputs
Engaged vs
Disengaged »°*> Engagement OQ-—O
Rae 2) Ratio Population. Teacher
. Ratio
Engagement ;
pom 'p>——e() tes
Ratio Teacher Population. Total
Total Init Teachers
Leadership Leadership
of Principal of Principal.Leadership
Ratio of Principal
Initial Data
OO Performance Performance.Pe Ti
fx ei al Ratio
Engaged /_ Teacher Teac!
Index Init {Engaged Int Total Init
O—-O0—-0* 2 2
Engaged Teacher Teacher Not Ratio Engagemont.Le Te
Ratio Init Disengaged Ina Engaged Init
Figure 9: Communication module teachers to and from other modules and their initial data.
www.gruposinapsys.com.mx 13
POLLEN Learning Lab
Improving public education and PISA.
Model teacher Engagement (part 3)
Teacher
Engagement
exectot
ened > vémtennip
Leadership J), on NE toD
sone plc
Effect of = Oo Leadership
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eed EwD
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{ Reto \
Etiect of Effect of
Popaition on Popuation on
Retirement Teerutmert,
Figure 10: dimensional multiplier to calculate the effects due to the change of teacher in a state
of Engagement to another.
(UWES, UWES-S) - Another method of assessing the employee
Engagement (for teachers), can also be used for students.
| recently discovered another yardstick to assess Engagement in the work area, which is
being used in several first world countries such as Holland, Spain, Brazil, Portugal, etc.. and
also serve to measure the emotional involvement of the employee "teacher", there is also a
special version to be applied to the academic context, this means that it is also useful to
measure the emotional involvement of the student, this is very relevant since is the first
instrument of this type, with its reliability and validity statistics published, besides
being translated into several languages including English, Spanish, Portuguese, etc.
* English is known as: UTRECHT WORK ENGAGEMENT SCALE
e In Spanish it is called: Escala de Engagement en el Trabajo de Utrecht
Or just call:
1. UWES: to measure Employee or teachers Engagement of a company or school.
(Published in the appendix "D")
2. UWES-S: engagement in the academic context for students. (Published in the appendix
"B")
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14
POLLEN Learning Lab
Improving public education and PISA.
Model for students (learners) engagement
Model students (learners) involved (Engagement) Part 1.
"er el Teal
Learner BF ORO A Part
Engagement aly )
Hiormat MEtOD—Foig) Normal E10NE Tota
NetoD Rate tect on Etone Bale tect on
Rate NED ae Rate — E tone
Mow \
Actual
emia : Effect on
Toso
Figure 11: Module for managing the emotional engagement of the students (learners).
Gallup invented a measuring stick for the client's emotional involvement, which is reported in
Appendix "C" and consists of 11 questions, this survey is known by the name of CE11
(emotional involvement of the contact between a client and a employee).
For Gallup customer engagement must pass through four states:
1. Permanently engagement - are the customers who are passionate about our
institution and are champions of the repurchase of our service.
2. Engagement - it's just a lower level of emotional involvement, good customers,
with lower performance than those classified as (1).
3. Not engagement - these are typical only want a relationship based on the price of our
service or products, the value added of our attention, do not care.
4. Actively disengaged - these are a danger to the institution, are the lowest
performing, speak ill of us and at any opportunity go to the competition..
For practical purposes we have defined only three states of Student Involvement (learners),
"Customer" with a similar operation, the module developed for teachers.
To assess the emotional involvement "Engagement" student, | suggest using the survey UWES-
S, which has been published in Appendix "E".
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POLLEN Learning Lab
Improving public education and PISA.
Every teacher should be trained in how to better manage the emotional involvement of their
students, especially knowing what to do with students not engagement or actively disengaged,
these are low-performing students and if the human relationship with their teacher, not
improved, will be very difficult to change the course of these young people. Everything is
connected, any change in performance, the involvement of employees, or application of the
leadership of director, affect positively or negatively on student learning and his
performance, and clear in the results of PISAs a global level.
Model student (learner) engagement (Part 2)
Learner mere?
Engagement
Outputs Inputs
Engaged vs
Disengaged i> e() Engagement Om ODO
Wo Ratio Leamer Population.Learner
as ry Ratio Ratio
Index ‘=. <@) Les a O
Engagement Lemna Population. Total
inte Total Int Leamer
LeTe Len O- Q)
Teacher Teacher
Ratio Engagement.Te Le
Initial Data
O-—D
OO wy Pesomance Performance.Pe Le
Engaged Learner Leamer
Index Init (coon nit Total init
OOo Leaming Leaming.Ln Le
Ratio
Engaged Leamer Learner Not
Ratio Init. Disengaged Init Engaged Int
Figure 12: Communication module students (learners), to and from other modules and their initial
data.
www.gruposinapsys.com.mx 16
SOME Ri
POLLEN Learning Lab
Improving public education and PISA.
Model student (learner) engagement (Part 2)
Learner Dimensionless Part 3
Engagement Multipliers
ett of
eed Q ae emcee
Teacher fe on NE toD Teacher +. 2— Effect of oe
ondWwe owe ‘
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pry Et0D on NE tO Leamer Effect on ELD
on NE toE mEto Eiect on onEtoD Ed
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Figure 13: dimensional multipliers for calculating the effects of changing a student from a state
of Engagement to another.
Module to evaluate the HumanSigma
HumanSigma
Simplified Calculation
Inputs
Maman
Cale
Leaner
EngagemontLe HS
Part1
Figure 14: HumanSigma — simplified calculation.
Two roads:
There are two ways to calculate
the HumanSigma, this is illustrated in
Appendix "A" in graph 1 and 2.
1. The simplified method,
using the path shown in
graph 1.
2. The calculation method
similar to Six Sigma, which
divides into six parts,
the normal statistical
function, which is shown in
graph 2.
www.gruposinapsys.com.mx
7
POLLEN Learning Lab
Improving public education and PISA.
Conclusions
So far we have only the first step, develop POLLEN learning laboratory for innovative public
policies designed to improve the educational system and the results of PISA, is all an
intellectual challenge, according to the methodology we are following, we work in the first
three steps (1,2 & 3), we have devised the ways to improve the structure we have modeled,
how to incorporate new elements that add value, thus we turn to the steps 4.5 and 6, the
hardest part has been the paradigm shift, changing our internal mental models that
sometimes cloud vision, but | think we found a leverage point, understanding what is the
Engagement, and develop strategies to innovate in value to improve the level of engagement
of teacher and student , is key to improving learning and performance of PISA.
a a
step2 ste
pa step5
Step 1 ee Design Develoving ae
Descriotion Step3 itera ieariite tnplemnent
Describe By ical Bb simulate uiernetve Bp enn e > changes in
the been the poles te edueate policies and
system medal an an structure
equations structures debate
es
Figure 15: Methodology to develop our POLLEN learning lab.
That magnificent opportunity to build a crystal ball, to invite our politicians to sit in front of
it, to move levers, so they can visualize the impact of their decisions over time and especially
having the opportunity to review the impact of unintended consequences in social, cultural,
ecological and economic dimensions, before implementing the change, to the new strategies
of public policy at the real .
Future improvements to the model.
1. Add modules to a new curriculum based on improving the learning process that
encourages self-reflective learning, communication with others
to promote learning inspired by others and the connection of ideas with the real
world, to go from "reading" to "doing" and conducive to learning connected to the real
world. (Basing this with the constructivist model of education)
2. Add structure to manage workload capacity (balancing feedback cycles) for teachers,
new curriculum will involve time and resources to modify the design of activities to
meet the goals of improving learning and it takes time to implement this in a
classroom.
3. Discovering new leverage points.
www.gruposinapsys.com.mx 18
POLLEN Learning Lab
Improving public education and PISA.
Appendix "A": HumanSigma, to evaluate human performance.
HumanSigma in English.
Quasrant i)
1.0
Cuadrant IY
OPTIMIZED
1.7
Quadrant
NON -OPTIMIZED
tow 4————— CE CUSTOMER ENGAGEMENT ———— HIGH!
PARTIALLY OPTIMIZED
low 4———._ Q!? EMPLOYEE ENGAGEMENT. ———— Hl
Graph 1: HumanSigma performance impact coefficients in quadrants.
IMPACT COEFFICIENTS FOR HUMANSIGMA BANDS*
NGAGEVENT —— HIGH
USTOMER ff
vow — cE
% of untts.
within each
band
=e:
tow 4—— Q/? EMPLOYEE FNGAGEMENT —— Hicit
Graph 2: HumanSigma impact coefficients by bands of performance.
VED www.gruposinapsys.com.mx 19
POLLEN Learning Lab
Improving public education and PISA.
Observations:
© Q’ is the emotional engagement of teachers. .(Published in the appendix "B")
© CE" is the emotional engagement of students “learners”. (Published in the appendix
"cr
e@ UWES: to measure Employee or teachers Engagement of a company or school.
(Published in the appendix "D")
e UWES-S: engagement in the academic context for students. (Published in the appendix
"B")
Both evaluations CE"? & Q”* has been tested its validity in different turns of business & schools
regardless of culture, the idiosyncrasies, language or country where applicable, sufficient to
evaluate the emotional involvement of its staff and students to transform the relations
displayed in numbers in the cause-effect cycle performance, this data will become indicators of
the balanced scorecard of your educational institution.
Cause-effect cycle to improve results, based on performance
Leadership
of Principal
Schools based on
Human Strengths
and SD
Learning
Teacher
' Engagement Learner
Engagement
By Pedro Dagoberto A? Lg
Almaguer Prado
Figure 16: Cause-effect cycle to improve performance. (Q’” or UWES, CE" or UWES-S)
SOME
SERVED) www.gruposinapsys.com.mx 20
POLLEN Learning Lab
Improving public education and PISA.
Appendix "B": Emotional engagement of teachers Q’?
Emotional engagement of teachers Q’*?
Date:
Name of teacher:
Rating Scale
disagree agree
0.- How satisfied are you with your workplace as a place to work? OOOO
T, l2, (31 (4/5
1.- | know what is expected of me at work? Oooo Oo
T_l2,_ (3/4115
2.- [have the materials and equipment | need to do my work right? Oooo Oo
T_[2)_(31_141_|5
3.- At work, | have the opportunity to do what | do best every day? OOOO OD
Tl2- Bl 1s
4,- In the last seven days, | have received recognition or praise for doing OOo oO oO
good work? T_T Is
5.- My supenisor, or someone at work, seems to care about me as a Oooo Oo
person? Ti |2, [3] [4 [5
6.- There is someone at work who encourages my development? Oooo Oo
T2738 l4_[s
7.- At work, my opinions seem to count? Oooo
T_l2,_ (3 /41_|5
8.- The mission or purpose of my company makes me feel my job is Oooogo
important? T_l2- 3 4
9.- My associates or fellow employees are committed to doing quality Oooo Oo
work? T_l27_ (3114/5
10.- | have a best friend at work? Oooo Oo
T_l2, (3/415
11.- In the last six months, someone at work has talked to me about my OOOO OD
progress? TT [2, (31 41/5
12.- This last year, | have had opportunities at work to learn and grow? oO oO
T|_l2,_(3. 4115
Comments or suggestions
indicates strongly disagree
indicates strongly agree
Table 1: Emotional engagement of teachers Q’” (mountain psychological).
www.gruposinapsys.com.mx 21
POLLEN Learning Lab
Improving public education and PISA.
Appendix "C": Emotional engagement of students “learners” CE
Emotional engagement of students “learners” ce”
Date:
Student Information:
Code:
Rating Scale
disagree agree
1.- Overall, how satisfied are you with [School]? Oooo
2.- How likely are you to continue to choose/repurchase [School]? OOoOn og
3.- How likely are you to recommend [School] to a friend/associate? Oooo wg
T 2 3, 4 5
4.- [School] is a name | can always trust? Oooo og
tT) 2B is
5.- [School] always delivers on what they promise? Oooo
5 a
6.- [School] always treats me fairly? OOOO oO
TPB
7.- Ifa problem arises, | can always count on [School] to reach a fair and OooOoonoo
satisfactory resolution? Tl, (21 3 4) Is
8.- | feel proud to be a [School] customer? Oooo go
TT 2 BPMs
9.- [School] always treats me with respect? oi oot &
TT (2, 3t Is
10.- [School] is the perfect company for people like me? Oooo oOo
TU [2 (3! 4) [5
11.- I cant imagine a world without [S chool]? OoOoog
TRB
Comments or suggestions:
marking the 1 indicates strongly disagree
marking the 5 indicates strongly agree
Table 2: Emotional engagement of students “learners” CE".
www.gruposinapsys.com.mx 22
POLLEN Learning Lab
Improving public education and PISA.
Appendix "D": Survey of Welfare and Labor (UWES) to assess the
emotional involvement (Engagement) of employees or teachers.
The following 17 statements are about how you feel at work. Please read each
statement carefully and decide if you ever feel this way about your job. If you have
never had this feeling, cross the '0' (zero) in jhe space after the statement. If you have
had this feeling, indicate how often you feel it by crossing the number (from 1 to 6) that
best describes how frequently you feel that way.
* Never “O” No time.
e Almost never “1” A few times a year or less.
e Rarely “2” Once a month or less.
* Sometimes ”3” A few times a month.
* Often “4” Once a week.
e Very often “5S” A few times a week.
e Alway “6” Every day.
At my work, | feel bursting with energy (VI1)*
| find the work that | do full of meaning and purpose (DE1)
Time flies when I'm working (AB1)
At my job, | feel strong and vigorous (VI2)*
lam enthusiastic about my job (DE2)*
When | am working, | forget everything else around me (AB2)
My job inspires me (DE3)*
When | get up in the morning, | feel like going to work (VI3)*
| feel happy when | am working intensely (AB3)*
10. | am proud on the work that | do (DE4)*
11. | am immersed in my work (AB4)*
12. | can continue working for very long periods at a time (VI4)
13. To me, my job is challenging (DES)
14. | get carried away when I'm working (ABS)*
15. At my job, | am very resilient, mentally (VI5)
16. It is difficult to detach myself from my job (AB6)
17. At my work | always persevere, even when things do not go well (VI6)
* Shortened version (UWES-9); VI= vigor; DE = dedication; AB = absorption
© Schaifeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
andlor non-scientific use is prohibited, unless previous written permission is granted by the authors.
www.gruposinapsys.com.mx 23
POLLEN Learning Lab
Improving public education and PISA.
Appendix "E": Survey of Welfare in the academic context (UWES-
S) to assess the emotional involvement (Engagement) of the
students (learners)
The following 17 statements are about how you feel at work (in the academic context).
Please read each statement carefully and decide if you ever feel this way about your
job. If you have never had this feeling, cross the '0' (zero) in jhe space after the
statement. If you have had this feeling, indicate how often you feel it by crossing the
number (from 1 to 6) that best describes how frequently you feel that way.
* Never “O” No time.
e Almost never “1” A few times a year or less.
e Rarely “2” Once a month or less.
* Sometimes ”3” A few times a month.
* Often “4” Once a week.
e Very often “5S” A few times a week.
e Always “6” Every day.
My duties as a student make me feel full of energy (VI1)*
| think my career has meaning (DE1)
Time "flies" when | perform my tasks as a student (AB1)
| feel strong and vigorous when I'm studying or i'm going to classes. (VI2)*
1
2.
3.
4.
5. [am enthusiastic about my career (DE2)*
6. | Forget everything that happens around me when I'm absorbed in my studies (AB2)
7. My studies new things inspire me (DE3)*
8. When | get up in the morning | feel like going to class or studying (VI3)*
9. I'm happy when I'm doing tasks related to my studies (AB3)*
10. | am proud to make this profession (DE4)*
11. 1am immersed in my studies (AB4)*
12. | can continue studying for long periods of time (VI4)
13. My career is challenging for me (DES)
14. | "let go" when | perform my duties as a student (ABS)*
15. lam very "resistant" to deal with my work as a student resistant (VI5)
16. It's hard for me to leave my studies (AB6)
17. In my work as a student did not stop even if | do not feel well (VI6)
*shortened version (UWES-9); VI= vigor; DE= dedication, AB= absorption
© Schaufeli & Bakker (2003). The Utrecht Work Engagement Scale is free for use for non-commercial scientific research. Commercial
andor non-scientific use is prohibited, unless previous written permission is granted by the authors
www.gruposinapsys.com.mx 24
POLLEN Learning Lab
Improving public education and PISA.
Bibliography
1. Buckingham, Marcus y Donald O. Clifton. Primero Rompa todas las reglas. Colombia:
Norma, s.f.
2. Buckingham, Marcus, Clifton y Donald O. Ahora, Descubra sus Fortalezas. Colombia:
Grupo Editorial Norma, 2006.
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Gallup Organization (Julio - Agosto 2005).
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Employee Satisfaction,.» The Gallup Organization (2002).
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Customer Engagement, and Financial Performance.» Agosto de 2004. Ed. James K
Harter, James W. Asplund y John H. Fleming. 8 de Octubre de 2009
<http://gmj.gallup.com/content/101956/HumanSigma-MetaAnalysis-Relationship-
Between-Employee-Engag.aspx?version=print>.
8. Smith, Benson y Tony Rutigliano. Discover your sales strengths. United States of
America: Warner Business Books, 2003
9. Daniel Goleman, Inteligencia emocional
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Nuevas Ediciones de Bolsillo
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cientificos.
12. Daniel Goleman, Inteligencia Social.
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Stella Software, 2008. - Vol. Guia Docente.
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Maps 8, code: D-4597, http://sysdyn.clexchange.org/road-maps/rm-toc.html.
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4726). http://sysdyn.clexchange.org/people/jay-forrester.html
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Pegasus.
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Complex World. Boston, MA: McGraw-Hill
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20. System Dynamics, Systems Thinking, and Soft OR, 4 pp. [Online] / auth. Forrester Jay
W.. - 1992. - 2010.
21. Industrial Dynamics. Portland, OR: Productivity Press. 464 pp. [Online] / auth. Forrester
Jay W.. - 1961. - 2010.
22. Introduction to urban dynamics [Book] / auth. Alfeld Louis Edward and Graham. Alan
K.. - Cambridge, Mass : Wright-Allen Press , 1976 .
23. Modeling Dynamic Systems [Book] / auth. Diana and Fisher Diana M... - [s.I.] : STELLA,
2007.
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2010.
25. Urban Dynamics [Book] / auth. Forrester Jay W.. - [s.l.] : Pegasus. Bernard McGarvey,
www.gruposinapsys.com.mx 25
POLLEN Learning Lab
Improving public education and PISA.
26. Bruce Hannon. 2004. Dynamic Modeling for Business Management an
Intoduction. Springer
27. Corey Peck and other, 2010. Tracing Connections Voices of Systems thinkers.
Cap7. The value of critical thinking skills, modeling price and inventory
dynamics.
28. Escala de Engagement en el Trabajo de Utrecht, (Prueba para empleados, maestros y
estudiantes). Occupational Health Psychology Unit Utrecht University.
http://www.schaufeli.com/downloads/tests/Test%20manual%20UWES%20Espanol.pdf
29. El programa PISA de la OCDE Qué es y para qué sirve?
htto://www.oecd.org/dataoecd/58/51/39730818.pdf
Details of the author and collaborators
Autor’s Name: Almaguer Prado, Pedro Dagoberto
Place of birth: Muzquiz, Coahuila, México.
Education: Ingeniero Quimico y de Sistemas (ITESM) 1980
(Chemical Engineering and Systems)
Professor: As student he taught mathematics at a professional level in
the Mathematics Department ITESM 1979-1980. Professor of Chemical
Engineering Department ITESM 1980-1985.
Homepage: http://www.gruposinapsys.com
E-mail: pedrodago@ gmail.com
Collaborator: Pedro Dagoberto Almaguer Navarro
Education: Licenciado en Mercadotecnia
Email: pan.dago82@gmail.com
Modeling: Ramiro Luis Almaguer Navarro
Education: Licenciado en Administracién de Empresas
Email: rmalmaguer@gmail.com
Design: Ruth Raquel Almaguer Navarro
Education: Licenciado en Disefio Grafico (Graphic Design)
Email: ruth_ran@hotmail.com
Collaborator: Beatriz Eugenia Navarro Vazquez
Education: Licenciado en Comercio Internacional (International Trade
Degree)
Email: bety.5505@gmail.com
\Beam
[SOME RISHTS RESERVED|
www.gruposinapsys.com.mx 26
iN
Se
GRUPO SINAPSYS
[ Organizacion que Aprende |®
POLLEN learning lab
to improve the public education system
and PISA.
The 30th International Conference of
the System Dynamics Society,
St. Gallen, Switzerland
Jul 23, 2012
MODEL TO IMPROVE EDUCATION
By Pedro Dagoberto Almaguer Prado
Designing the Future
Learning model — Follow this path
Schools based on human strengths and SD
Engagement is a leverage point for Schools
Model
° Teacher engagement
« Leadership of Principal
¢ Learner engagement
¢ HumanSigma
* Model for Learning
6. Conclusions
uP wn Pp
DESIGNING THE FUTURE
LEARNING MODEL — FOLLOW THIS PATH.
c Step 2 Step 4 Step 5
onvert : .
Design
D step Description Step 3. Lee ecivel . pelelepns Implement
escribe To level Simulate i” edlin a changes in
The the policies to educate policies and
And rate
system model and and structure
equations structures debate
Step 6
By Jay W. Forrester
ENGAGEMENT IS A LEVERAGE POINT FOR SCHOOLS.
+
Engagement ( R ) Performance
+
SCHOOLS BASED ON HUMAN STRENGTHS AND SD
Leadership
of Principal
hool n 12
Q
Human Strengths (R) ert
and SD ertormance
Learning
Teacher
Engagement (R) Learner
Engagement
By Pedro Dagoberto XX & 4
Almaguer Prado
META-ANALYSIS OF ENGAGEMENT
Sample Size N= 421
Relations r Reference
‘ R1 0.35 Gallu
Leadership of P
Princival R2 0.30 Schmidt &
P (R3) Rader (1996)
R3 0.26 Harter &
Schmidt (2000)
Ga Performa nce
Multiple Beta SE*
Regression
Leadership of 0.25 0.06
h Principal
Teacher Teacher 0.18 0.06
Engagement Engagement
R Multiple 0.35 0.05
SURVEY OF TEACHER ENGAGEMENT Q”
No Emotional engagement of teachers Q’?
How satisfied are you with your workplace as a place to work?
| know what is expected of me at work?
| have the materials and equipment | need to do my work right?
At work, | have the opportunity to do what | do best every day?
In the last seven days, | have received recognition or praise for doing good work?
0
1
2
3
4
5
My supervisor, or someone at work, seems to care about me as a person?
6 There is someone at work who encourages my development?
7 At work, my opinions seem to count?
8 The mission or purpose of my company makes me feel my job is important?
9 My associates or fellow employees are committed to doing quality work?
10 |have a best friend at work?
11 Inthe last six months, someone at work has talked to me about my progress?
12 This last year, | have had opportunities at work to learn and grow?
TEACHER ENGAGEMENT
Q00. Overall Satisfaction
Gallup Q”®
Ql2. Lear & grow
Qll. Progress
Engagement Scores
Q10. Best friend Be
Q09. Employees committed\to quality
Q08. Mission/Purpose
Q07. Opinions count
can
we grow?
Do I belong?
Q06. , Development
Q05. Caresaboutme . .
MIDE E _ Q04. Recognition . .
Q03. Opportunitytodobest ..
What do I get? . QO02. Have materials & equipment
Q01. Know what'sexpected ..
ENGAGEMENT CLASSIFICATION
Active Disengagement Not Engagement Engagement
File Edit View Model Run Help
Engagement
— Engaged vs ra Actual
Disengaged { \ Retirement aaa
cones Ratio Teacher i) a Rate psi
s 63 Total 4
= a
&~ Retirement D
Actual
% Retirement NE toE
3 Rate ive
h
7 V Disengaged: Engaged
— Recruit
S| 5
= ws
Ee etal Teacher
w Recruit Total
L_| Rate
Normal Effect of
Reenit tment
= Actual eget Actual
Normal NE toD Total Normal Eto Total
NEtoD Rate Effect on Effect on
Rate Eto NE
BeoAO) (2) nes TH higie
Normal Actual a
DtoE
Teacher 10 =a Part?
DtoE
Retirement E
Actual
Retirement
Normal Effect of
Retirement Population on
Rate Retirement
ENGAGEMENT INDEX — INTERNATIONAL COMPARISON
100%
13% 12% Engaged
80%
60%
60% _— 68% 67% Not Engaged
40%
oie Actively
18% 20% Disengaged
0%
UK USA Germany France China Japan
Sep. 2005 2004 May 2005 Sep. 2003 June 2005 Feb. 2005
Copynght © 2005 The Gallup Orgamzation. Princeton, NJ. All nghts reserved.
ENGAGEMENT (BJ) (Business Intelligence)
om ) oa) «6.:; i 7
u 0,00
Classification ”
@ Engagement m 2 ial |
GD Not Engagement so | 00
‘0 |
§ Active Disengagement » |
2 0 ie 40,00 |
° HDI RG (RI=0.52) PB(RI=1.50) MG (RI=0.11) CG (RI=0.20) JMi (RI=0.00) NM (RI=1.20)
Ratio of Engagement (RE)
Comparisons Ratio
Engagement
World-class 4.0
Companies
Sinapsys 1.14
(northeastern
México)
SupHDPB SupHD JefSopTec JefSopTec JefAprov HelpDesk Unidadde Sinapsys Empresas é
MG cG JM S.yE.NM — RG Negocios top Ss
ENGAGEMENT - IN DETAIL
Engagement Math Department
Q12. Learn & grow
Q11. Progress
Q10. Best friend
Q09. Emp. committed to quality
Q08. Mission / Purpose
Q07. Opinions count
Q06. Development
Q05. Cares about me
Q04. Recognition
Q03. Opportunity to do best
Q02. Have materials & equipment
Q01. Know what's expected
Q00. Overall Satisfaction
= Mathematics = Probability and Statistics aS
ENGAGEMENT - CATEGORIZATION
Comparison between departments
How can we grow?
Do | belong?
What do | give?
What do | get?
i?) 10 20 30 40 50 60 70 80 90 100
= Mathematics = Arts = HR_ m# Engineering
Longitudinal Studies of Teacher’s Engagement
Longitudinal Studies Second Quarter First Quarter Effect Size
of Teacher's Engagement N Mean sD Mean SD Value
0.- Overall Satisfaction 11 108.64 9.31 | 18 99.33 18.93 | 2.71* | 104 3
11.- Know what's expected 11 53.82 5.77 | 18 46.83 9.36 2.49* | 0.95 3
2.- Have materials & equipment 11 3971.64 7.25 | 18 64.22 11.04 | 2.18* | 0.83 3
13.- Opportunity to do best 11 22.36 «= 33.50 | 18 = 21.72 2.28 0.54 0.21 #1
4.- Recognition 11 17.82 3.38 | 18 17.39 3:25 0.34 0.13 «#0
I5.- Cares about me 11 24.73, 4.24 | 18 9.24.17 3.27 0.38 0.14 0
6.- Development 11 2655 3.06 | 18 26.00 6.53 0.30 0.12 O
17.- Opinions count 11 68.64 643 | 18 61.06 11.12 | 2.33* | 0.89 3
I8.- Mission / Purpose 11 1845 5.63 | 18 17.33 5.61 0.52 0.20 O
9.- Employees committed to quality 11 = 48.45 5.33 | 18 44.39 9.80 1.44 0.55 2
'10.- Best friend 11 64.73 640 |] 18 59.67 11.95 | 1.48 0.57 2
11.- Progress 11 20.36 3.44 | 18 18.89 2.96 1.18 045 1
112.- Learn & grow 11 4482 5.62 | 18 38.78 6.42 | 2.66* | 102 3
Social Intelligence and the Biology of Leadership
by Daniel Goleman and Richard Boyatzis
Disonant Impact Resonant Impact
Leadership on climate Leadership on climate
Visionary Most strongly
positive
Pacesetting Highly negative Coach Highly positive
Affiliative Positive
Active
Disengagement
Engagement
—____—_ nn
Qi Q2 Q3 Q4
Low High
Performance Performance aS
File Edit View Model Run Help
4]
Map
of Principal
AeA, 28) Tes TB BI aie)
. Actual 7
Leadership Rib aw
Actual
DtoR
Rate
3 Retirement D On
ad ‘
2 Actual Pa ones Resonant vs
Retirement Index Dissonant Ratio
al Rate
o
¢| Dissonant, Resonant
2 & Leadership] eadership|
$s
Z ison fetirement
L| : Index
Total
Actual
Principal = y
Recnuit Rate | Ratieinect,
et Rate ‘eet
Normal Effect of Normal Effect of
Recruit Rate Population on Retirement Population on
Recruitment Rate Retirement
Leadership of Principal - Recruitment and selection & training
Emotional & Social Intelligence High Performance Low Performance t-Test Effect Size
(Goleman & Boyatzis) Mean sD Mean sD Value Value Sie
'1.- Emotional self-awareness 11 108.64 9.31 18 99.33 18.93 2.71* 104 3
2.- Accurate self-assessment 11 53.82 5.77 18 46.83 9.36 2.49* 0.95 3
|3.- Self-confidence 11 71.64 7.25 18 64.22 11.04 2.18* 0.83 3
4.- Self-control 11 22.36 3.50 18 21.92: 2.28 0.54 0.21 J.
5.- Trustworthiness 11 17.82 3.38 18 17339 3.25 0.34 OAS, 0
6.- Conscientiousness a1 24.73 4.24 18 24.17 3.27 0.38 0.14 #0
\7.- Adaptability 11 26.55 3.06 18 26.00 6.53 0.30 0.12 10)
8.- Achievement drive 11 68.64 6.43 18 61.06 11.12 2.33* 0.89 3
9.- Initiative 11 18.45 5.63 18 17.33 5.61 0.52 0.20 O
10.- Empathy 11 48.45 5:33) 18 44.39 9.80 1.44 0.55 2
11.- Service orientation 11 64.73 6.40 18 59.67 MESS) 1.48 0.57 2
13.- Developing others 11 20.36 3.44 18 18.89 2.96 1.18 0.45 1
14.- Influence 11 44.82 5.62 18 38.78 6.42 2.66* 1.02 3
115.- Communication 11 17.73 2.34 18 14.89 3.31 2.70* 1.03 3
116.- Conflict management 1 22.36 3.50 18 21.72 2.28 0.54 0.21 1
17.- Leadership At 45.09 6.80 18 43.06 5.10 0.86 0.33 4,
119.- Building bonds 11 54.36 8.66 18 49.06 6.83 173 0.66 2!
20.- Teamwork & collaboration 11 109.55 7.84 18 98.44 15.27 2.59* 0.99 3
a
Emotional and Social Competency Inventory (ECI-360) by Daniel Goleman & Richard Boyatzis. e
HUMANSIGMA
A Meta-Analysis
CUSTOMER ENGAGEMENT (CE) QUARTILES
|Top mSecond mThird = Bottom
Leadership of
Principal
UTILITY
= ——==;
@ oo ®
HumanSigma @) Oe a a
Teacher
Engagement (Ra) Learner
____ Engagement
File Edit View Model Run Help
BeoAO) (2) mes (Te (ia
L Normal Actual . Total cE}
DtoE | Effect on
earner Rate Rate Move DWE Part 1
Engagement Owe
i Engaged vs Actual
Disengaged é + Output Engagement
al a a Ratio Total 63 "Rate Index
s
=
=)
3
Active Not
= PDisengaged }} engaged Engaged Fina
Lo utp
©
2 Actual pe
5 Dto NE am
w Leamer Rate fe
L| Normal Moye ms
D dane NEtoD/ Effect on tes
ate i
Normal Effect of
Effect of Output Population on
Recrut Population on Rate Output
Rate Input ow
Actual
Normal NEtoD
NEtoD ——Rate Effect on
Rate E toNE
LEARNER ENGAGEMENT (UWES-S)
No Emotional engagement of Learner (UWES-S)
1 My duties as a student make me feel full of energy
2 | think my career has meaning
3 Time "flies" when | perform my tasks as a student
4 | feel strong and vigorous when I'm studying or i'm going to classes.
5 lam enthusiastic about my career
6 | Forget everything that happens around me when I'm absorbed in my studies
7 Mystudies new things inspire me
8 When | get up in the morning | feel like going to class or studying
9 I'm happy when I'm doing tasks related to my studies
10 |am proud to make this profession
11 |amimmersed in my studies
12 | can continue studying for long periods of time
13. My career is challenging for me
14 |"let go" when | perform my duties as a student
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HumanSigma Part 1
' Simplified Calculation
4
_ Inputs Outputs
8
HumanSigma
5 Teacher Normal
g Engagement.Te HS
— HumanSigma
_ Ratio
Learner
Engagement.Le HS
LOW 2___ CE" CUSTOMER ENGAGEMENT ___S\ HIGH
1.0 is:
NON-OPTIMIZED PARTIALLY OPTIMIZED
LOW 2__ Q EMPLOYEE ENGAGEMENT —___. HIGH
LEARNING
Leadership of
Principal
®
re Tr,"
Performance Learning
oma
HumanSigma 5)
(a)
(8)
Teacher
Engagement (R4) Learner
Se _Engenement
a
MODEL FOR LEARNING
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Communication
communicating
Constructing a Mental Model
piccenes Elements Included in the Represented Elements Other-inspired
sisting Mental Model in the Mental Model Learning
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Updated by: x re N rast y| Realized
Pedro D. Almaguer Prado gg S oe Se V] impacts
Thursday, January 20, 2011, on Ea =
v is Written by:
00:30 AM. Real world connection _arry richmond aS
POLLEN learning lab to improve the public education system & PISA.
Leadership of PISA & other
Ms
Schools
based:an R1 Learning
Human @y
Strengths
And SD (Rs)
®
Ne Teacher
Engagement (Ra) leareer
“Se __figasemet
a
INNOVATING IN VALUE
CONCLUSIONS
1. Develop a strengths-based organization
O Discover the purpose and personal vision
O Attunement with the corporate vision
O Discover the Talents
O Emotional & social intelligence
O Gardner's Multiple Intelligences
2. Engagement is a leverage point for schools
O Teacher engagement
O Learner engagement
O Engaging diversity
3. Develop longitudinal studies to discover areas of
opportunity in human development.
4. Innovate in value for connecting with the community.
5. Future improvements to the model.
FINAL CONCLUSION
Success in our personal and professional
development, depends on:
the development of our strengths
(talents & emotional and social intelligence).
Daniel Goleman
15%
Y
Emotional and social competencies
Systemic Constructivist Education
MODEL TO IMPROVE EDUCATION
6
*e
GRUPO SINAPSYS
[ Organizacion que Aprende |®
Pedro D. Almaguer N. Ramiro L.AlmaguerN. Pedro D. Almaguer P. Beatriz E. NavarroV. Ruth R. Almaguer N.
Collaborator Modeling Author Collaborator Design
POLLEN learning lab to improve the public education system and PISA.
by Pedro Dagoberto Almaguer Prado is licensed under a
Creative Commons Reconocimiento-NoComercial-Compartirlgual 3.0 Unported License.
Based on a work at www.gruposinapsys.com
