Good work when excellence and ethics meet review

Good Work: When Excellence and Ethics Meet by Howard Gardner

good work when excellence and ethics meet review

Implications for Practice In our own work in classrooms and other education Good work: When excellence and ethics meet. AACU Peer Review, 30– What does it mean to carry out "good work"? What strategies allow people to maintain moral and ethical standards at a time when market forces wield. Good work is a calling that combines excellent performance, expresses passing and their history, alerts of great sales, his reviews of movies at theaters we (Their book “Good Work: When Excellence and Ethics Meet” was.

Remain focused on a long-term goal while avoiding getting side-tracked by a short-term gratification. To be persistent and able to follow through on assignments… Train yourself. Effectiveness means doing the work that matters. Be effective first, then become efficient. Efficient is achieving improved output in less time. There is no point in becoming efficient at doing that non-value added work.

Manage your time Know your strength and weaknesses including potential distractions, so you can avoid them: One way of evaluating this is to create a list summarizing the skills and requirements of your work, and the strengths and weaknesses. Be honest about weaknesses, and what it is that distracts you — this is step one in learning to manage those weaknesses.

Distractions are everywhere — Twitter, Facebook, TV, mobile, etc. Complete these before arriving at work for a no-distraction period. Turn off the internet and see how you start doing work in due time.

If the work is nice-to-do but not need-to-do. Accelerate becoming a more productive employee by regularly visualizing yourself as channeled toward higher accomplishments. Vision yourself as highly efficient and feed the subconscious mind with this vision until it is accepted as a command. Lastingly successful people have one common denominator: Being able to complete your tasks and finish what you start, is an essential part of character building.

You cannot imagine a fully mature, fully functioning person who is unable to finish what she begins. The development of this habit is the key to long-term success. Constantly evaluate to check which things absolutely must get done. Prioritize tasks and set the most important ones in the morning: Complete projects and tasks immediately.

A trademark behavior of a worker with a poor work ethic is delaying work until another day, which usually only leads to an incomplete or late project. Procrastinating is a great waste.

Imagine all that could be accomplished by eliminating procrastination from this moment on. Procrastination, laziness, bad time management, or lack of discipline, are merely symptoms of the issue. The real reason is beneath this. You can also use the Pomodoro technique to avoid procrastination. Avoid negative talk and gossip: Associate with ambitious, hard-working people, and soon count yourself amongst them. Provide feedback that improves situations and builds people up.

Be an active listener and keep an open mind. Keep a balance and deliver consistent high performance work Do sport, sleep well, and socialize: It is also understanding how to take care with decent sleep, and eating nutritiously.

Take time to relax and recharge while keeping priorities in your life clear, helps maintain a good perspective at work. Develop good work habits Steer the self-development path towards choosing to be an employee with a strong ethic, after all, creating a habit for oneself is really a question of being an action-minded person. Values to inculcate and habitualize: Valuing punctuality and attendance. Valuing time, orderliness, neatness, and speed.

Working smarter but not harder; being psychologically self-employed. Playing an internal game of working, yet enjoying the importance of relaxation and rest. The initiative habit — positivity. The main cause of poor productivity and self-sabotage is procrastination, for many reasons, including the perceptions that a task is unpleasant, may lead to negative consequences, or is overwhelming. A disciplined habit makes a difference in the long term.

Alternatively, choose preferable substitutes that you move forward to, in place of the old ones. Concentration is the ability to stay on a task until it is completed, by working in a straight line to get from where one is, without distraction or diversion, to the destination, i.

Mihaly Csikszentmihalyi

Get off to a good start. Clean up and get organized. Streamline work and emphasize the important work. Concentrate on one work task at a time until completion. Make smart use of technology. Be in control of office paper, work in-basket, and e-mail. Multitask on routine matters. Make better use of time.

What may be good work ethics for me may not be the same for you. Much depends upon how each organization or person looks at work ethics and the moral values that each follows. What moral values you practice in daily life will define your attitude towards work and your work ethics.

But there are a few common elements that are universally followed and employers look for it in their employees. This is the core element of work ethics, all the other elements are based upon your honesty. Do not let people down, try to fulfill your commitments, and be consistent in your thoughts, action and behavior. Be fair to all, do not practice favoritism. Treat everyone as equals. Be aware of what is happening around and keep an eye on things. Share your ideas, results and resources with the other team members, so that everyone has the same opportunity and know what you are doing.

Being secretive is counterproductive. No matter how urgent a deadline or heated that tempers become, remain diplomatic and poised and show grace under pressure. Means being punctual for work and meetings, delivering assignments within budget and on schedule.

Obstacles cannot stop you as they are a challenge to be overcome. Embrace challenges positively and know that your role is to solve problems with purpose and resilience. | Howard Gardner, multiple intelligences and education

Push on, no matter how far it is necessary to go. Continue until the job is complete, and delivered. Put in the extra hours to get things right by attending to detail and excellence. Employers expect employees to attain to high standards, and they should fully support staff who accept responsibility, instead of passing the buck. Any confidential information of documents you have should remain confidential.

You cannot discuss it or show it to anyone else, other than the people authorized to do so. Take responsibility for your thoughts, actions, behavior and work.

Always work within the legal boundaries, do not break or twist the law to fit your agenda. Improve your performance and competence by constantly learning and including the new learning into your work. From how one dresses and presents oneself in the business world, to how others are treated, professionalism is such a very broad category that it encompasses all the elements of a work ethic. You have integrity and are open to learning from mentors and others, even as you teach via your action, example, and words.

Though you take the work seriously, you are also maintaining a sense of humor about yourself. Do not be afraid to put forth your ideas or volunteer for work.

These days a work ethics is important in many situations. It is a skill that can be learned by every person and has so often proved to be the path of success for many. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

good work when excellence and ethics meet review

It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. 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, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently.

They are used at the same time and tend to complement each other as people develop skills or solve problems. In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. The theory is an account of human cognition in its fullness. Human beings are organisms who possess a basic set of intelligences. People have a unique blend of intelligences. These intelligences, according to Howard Gardner, are amoral — they can be put to constructive or destructive use.

However, it has met with a strongly positive response from many educators. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling. A number of schools in North America have looked to structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops.

The theory can also be found in use within pre-school, higher, vocational and adult education initiatives.

good work when excellence and ethics meet review

This appeal was not, at first, obvious. At first blush, this diagnosis would appear to sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning? Seven kinds of intelligence would allow seven ways to teach, rather than one.

And powerful constraints that exist in the mind can be mobilized to introduce a particular concept or whole system of thinking in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing. Among these are that: It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices.

In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms.

Howard Gardner did not, initially, spell out the implications of his theory for educators in any detail. Subsequently, he has looked more closely at what the theory might mean for schooling practice e. A broad vision of education. All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern.

Understanding entails taking knowledge gained in one setting and using it in another. Developing local and flexible programmes. While there are considerable benefits to developing understanding in relation to the disciplines, something more is needed. Are there additional intelligences? Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment.

The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex. According to Howard Gardner In doing so, I think it best to put aside the term spiritual, with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises. Thus, an explicit concern with spiritual or religious matters would be one variety — often the most important variety — of an existential intelligence.

However, empirical evidence is sparse — and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. If we accept the existence of a moral realm is it then possible to speak of moral intelligence?

The fulfilment of key roles certainly requires a range of human intelligences — including personal, linguistic, logical and perhaps existential — but it is fundamentally a statement about the kind of person that has developed to be.

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It is not, in itself, an intelligence. He has also opened the door to another possibility — especially that of existential intelligence — but the court is out on that one.

Indeed, Gardner himself has listed some of the main issues and his responses Here, I want to focus on three key questions that have been raised in debates. There are plenty of other questions around — but these would seem to be the most persistent: Are the criteria Howard Gardner employs adequate?

John White has argued that there are significant issues around the criteria that Howard Gardner employs. There are questions around the individual criteria, for example, do all intelligences involve symbol systems; how the criteria to be applied; and why these particular criteria are relevant.

Indeed, Howard Gardner himself has admitted that there is an element of subjective judgement involved. They can still point to a substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor.

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However, in contrast to Howard Gardner, Robert Sternberg does not look strongly at the particular material that the person is processing. Instead he looks to what he calls the componential, experiential and contextual facets of intelligence. A further set of criticisms centre around the specific intelligences that Howard Gardner identified. For example, it can be argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents they do not normally need to adapt to life demands.

For the moment there is not a properly worked-through set of tests to identify and measure the different intelligences. I once thought it possible to create a set of tests of each intelligence — an intelligence-fair version to be sure — and then simply to determine the correlation between the scores on the several tests.

Howard Gardner, multiple intelligences and education

I now believe that this can only be accomplished if someone developed several measures for each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence. There are further questions around the notion of selfhood that Howard Gardner employs — something that he himself has come to recognize. It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing.

For example, Mindy Kornhaber and her colleagues at the Project SUMIT Schools Using Multiple Intelligences Theory have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline with the schools themselves attributing this to MI theory.

They have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.