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Something in the new year worth shouting about

It’s always good to recognise the achievements of our colleagues, but this year above any other, we take great pleasure to offer our congratulations. The new year has brought with it another lockdown for those of us in the UK, a situation none of us would wish for and something guaranteed to put a dampener […]

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Season’s greetings and goodbye to all that

We have nearly made it. Only a few, hopefully COVID-free, days to go before Christmas. To celebrate the forthcoming festivities, we asked Mike Dubeau, Richard Lockyer, Lesley Stagg and Simon Thompson to pen a few thoughts as this –  interesting – year draws to a close.   Simon Thompson – Wales The past year has […]

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Could talent coaching help identify, grow and retain future leaders?

How do we grow and nurture a talent culture?; How can we use talent coaching as part of this change?

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Theory of action: Integrity and the theory of action (Part 7 in a series)

We conclude our theory of action series with two posts which help to contextualise the concept of organisational learning in an educational setting. This post focuses upon the way different schools and school systems interpret the term and how professional integrity impacts on organisational learning. Continually striving for the fit In their account of organisational […]

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Theory of action: How organisations learn (Part 6 in a series)

For the theory of action to function we need to step back and view the organisation to which we are applying it as a whole. We need to ensure that each member of staff is continually engaged in attempting to know the organisation, and to know themselves in the context of it. Organisational learning  Chris […]

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Theory of action in practice (Part 5 in a series)

When we translate Chris Argyris’s organisational structures into the context of school improvement, our experience has shown us that two important issues emerge. When placing Argyris’s single and double-loop modes of learning into an educational context with its web of inter-related variables, it would be easy to assume that successful teachers use double-loop learning.  However, […]

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