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Flawless Consulting > CHAPTER 15 Discovering Gifts, Capacities, and Acting on What We Know > Flashcards

CHAPTER 15 Discovering Gifts, Capacities, and Acting on What We Know Flashcards

1
Q

What is an essential element of change according to the text?

A

The choice to focus on what is missing or what is present.

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2
Q

What did the author initially believe their role as a consultant was?

A

To identify problems and figure out what was missing.

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3
Q

What is the value proposition in helping clients and partners?

A

Creating a future distinct from the past through gifts and possibilities.

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4
Q

What does John McKnight argue about focusing on deficiencies?

A

It does not produce growth and reinforces the power of the expert.

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5
Q

How does focusing on deficiencies impact individuals?

A

It turns citizens into consumers, implying they have weaknesses and needs.

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6
Q

What is the consequence of institutionalizing the talk of weaknesses?

A

It maintains control over the narrative and the action.

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7
Q

What are some methods for looking at a system’s gifts and capacities?

A
  • Appreciative Inquiry
  • Asset-Based Community Development
  • Future Search
  • Positive Deviance
  • Positive Psychology
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8
Q

What is a limitation of a problem-solving focus?

A

It can lead others to think they are wrong and need fixing.

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9
Q

What does the problem-analysis approach focus on?

A
  • History of problems
  • Causes of issues
  • Corrective actions
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10
Q

What is often a hallmark of intractable problems?

A

Traditional problem-solving methods have been tried repeatedly without success.

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11
Q

What is one example of an intractable problem mentioned in education?

A

Persistent low morale and poor market performance.

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12
Q

What is required for improvement in schools according to the text?

A

A shift in the social system surrounding the child.

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13
Q

What is the Positive Deviance approach?

A

A method that focuses on exceptions to conventional thinking and practice.

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14
Q

Who developed the Positive Deviance approach?

A

Monique Sternin and Jerry Sternin.

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15
Q

What do the Sternins believe about community members?

A

They have the capacity to teach and learn from each other.

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16
Q

What is a key aspect of the Positive Deviance approach?

A

Finding and observing positive deviants in the community.

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17
Q

What do the Sternins avoid in their approach?

A

Mandating solutions or teaching as a first step.

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18
Q

What are the three core elements of partnership in consulting?

A
  • Capacity to contract well
  • Willingness to inquire and discover
  • Belief that answers reside with the client
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19
Q

What is one implication of the Positive Deviance approach for consulting?

A

Reducing dependence on the consultant for solutions.

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20
Q

What is a common issue in the healthcare reform conversation?

A

It focuses on disease, needs, and deficiencies rather than what produces health.

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21
Q

What does the dominant healthcare reform conversation often overlook?

A

The importance of transformed relationships among healthcare participants.

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22
Q

Fill in the blank: The Positive Deviance approach counts on the _______.

A

[teaching and learning capacities] of community members.

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23
Q

True or False: Focusing on strengths is a common practice in problem-solving.

A

False.

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24
Q

What did the author suggest we should keep in the past?

A

The history of problems and how we got into our current situation.

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25
What does Paul Uhlig believe healthcare reform should focus on?
Reimagining healthcare by remembering its true purpose ## Footnote Paul Uhlig emphasizes that reform should not just be about regulations, cost control, and standardization.
26
What question often arose from patients and families during care?
“Don't you people talk to each other?” ## Footnote This question highlighted a disconnect in communication among healthcare providers.
27
What was the primary goal of Paul Uhlig and his team's changes?
To create better-informed and better-connected caregivers, patients, and families ## Footnote They believed this would lead to improvements in costs, quality, access, and satisfaction.
28
What change did Paul Uhlig's team implement to improve communication?
Weekly meetings for anyone involved in cardiac surgery patient care ## Footnote These meetings were aimed at fostering teamwork and collaboration.
29
What approach did the team adopt for bedside rounds?
Daily collaborative bedside rounds with patients and family members included ## Footnote Initially met with skepticism, this approach ultimately improved patient care.
30
What shift in communication did Paul Uhlig's team make during rounds?
Using ordinary language instead of medical jargon ## Footnote This helped in making conversations more accessible to patients and families.
31
What was a significant outcome of the changes made by Paul Uhlig's team?
Faster recovery after surgery and decreased complications ## Footnote Patients reported positive experiences, feeling treated like ordinary people.
32
What transformation occurred in the social contract between caregivers and patients?
Shifted from expert to collaborator and consultant ## Footnote This involved creating a partnership where all parties' voices were valued.
33
What recognition did Paul Uhlig and his team receive for their work?
Eisenberg Patient Safety Award ## Footnote This award is one of the highest recognitions in patient safety.
34
What challenge did Paul Uhlig face after the team's initial success?
He lost his job due to questioning historical conventions ## Footnote The resistance to change was rooted in valuing control and status over outcomes.
35
What concept did Paul Uhlig develop related to health?
Proximal Health ## Footnote This concept emphasizes health as co-created among people in their social environments.
36
What shift did Ward Mailliard make in his teaching approach?
From being an expert teacher to adopting a consultative learning stance ## Footnote He focused on engagement and understanding student behavior as a form of resistance.
37
What was the conventional view of motivation in education according to Ward Mailliard?
Grades control student motivation and performance ## Footnote This model often fails for many students, leading to issues in engagement.
38
What did Ward Mailliard suggest about the teacher-student relationship?
Shift from teacher as knower to teacher as learner ## Footnote This promotes collaboration and allows for a more consultative approach to learning.
39
What is a major flaw in the traditional approach to motivation in education?
It only works for a minority of students ## Footnote Many students find the system unengaging and resist conventional methods.
40
What is the shift in the teacher's role described in the text?
From teacher as knower to teacher as learner and collaborator.
41
How does Ward define consultation?
Any action you take with a system of which you are not part.
42
What kind of culture does Ward observe exists around youth?
A separate system with its own associations, rules, intentions, language, entertainments, and purpose.
43
What was Ward's first step in adopting a consultative stance?
To see a class as a group of human beings with gifts, not as students with deficiencies.
44
What does Ward emphasize about students facing challenges?
They are learning, alive human beings, not just 'identified patients.'
45
What does Ward mean by 'taking the temperature of the room'?
Understanding the dynamics and context of the classroom before directing students.
46
What is the shared project or business objective of the classroom?
Exceptional learning for each person.
47
What is the nature of the traditional contracting stage in education?
Implicit, fear-based, predetermined, and not mutual.
48
What do many students express regarding their participation in school?
They often show up saying, 'Tell me what minimum I need to do to get what I want.'
49
What was Ward's effort in renegotiating the classroom contract?
To shift from power over students to power with students.
50
What does 'telling the truth' in the classroom involve?
Asking honest questions about student engagement and understanding their answers.
51
What is one of the rules that emerged in Ward's classroom?
Failure is okay; resistance is also okay.
52
What does Ward say about the cost of not knowing?
It usually results in shame for students and disappointment for teachers.
53
What should success in learning be based on, according to Ward?
Awareness of self, agency, and community involvement.
54
What paradox exists in the role of the teacher?
Balancing the roles of umpire (grader) and consultant (facilitator).
55
What are consultative questions Ward suggests asking students?
* What do you want from this class? * What are your intentions? * How can I support your learning?
56
What does Ward say about affirming learning methods?
Most learning comes from speaking and doing, rather than just listening and reading.
57
What is a key element of shifting the teacher's role?
Moving from control to collaboration with students.
58
What does successful learning require according to Ward?
Permission to fail and an environment that supports discovery.
59
How does Ward suggest teachers should view their relationship with students?
As partners in the learning process based on trust.
60
What is the central theme of a consultative stance in education?
Recognizing that choice exists even in a required school setting.
61
What are some questions Ward believes teachers should reflect on?
* What am I affirming in my manner of being with students? * Am I affirming trust or fear?
62
What does the consultative process aim to build in the classroom?
Trust and mutual respect between teacher and students.

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