Attaining Leadership Levels

Some thoughts

         John Maxwell has been talking about “The 5 Levels of Leadership” for quite some time already. And the fact is, as pointed out by (Lewin, 2020) when talking about leadership in a school setting, the ongoing labor in an academy does not imply that teachers and other academic staff are engaged with its educational project, and there may be no collaboration to attain success in the institution. The school administrators can be sorely disappointed because their leadership model is not helping them be effective leaders harming the organization deeply.

         What should be the leadership bedrock of an education company’s history? Based on John Maxwell (2016), “everyone wants to know where they stand and how to get to the next level” in one’s development of leadership. And as pointed out by Lewin (2020), the leadership begins with Level 1 – Position. Maxwell (2016) says that “at Level 1, people only follow if they believe that they have to;” why does this happen? Lewin (2020) explains that anyone can be given a head position, but this does not imply that position comes along with the leadership. “This means that position is a fine starting point, but every leader should aspire to grow beyond Level 1” (Kay, 2015). This beginning point is characterized by a weak relationship between the leaders and their teams who, as explained by Lewin (2020), do what they are supposed to do because they have to, not because they have a boss. A boss is not necessarily a leader; “the leader’s influence is based on the rights granted by the position and title” (Bergeron, 2018). However, “it is a prime place for you to begin investing in your growth and potential as a leader” (Maxwell, 2016). In a school setting, instructors and academic staff will not follow just because they have an authority figure in front of them; they will do what it is expected from them and no more.

         Leadership Level 2 “is based on relationship” (Maxwell, 2016). The leaders at this level base their work on engagement and relationships (Lewin, 2020) with their team members. It is at this point that leaders begin to know their people and start to connect with them to influence them positively. “When you like people and treat them as individuals who have value, you begin to develop positive influence with them” (Maxwell, 2016). It is at this level that team members start to follow the head of their department because the relationship allow them to “feel liked, cared for, included, valued, and trusted” (Kay, 2015). Team members let themselves be led by their “boss” (Lewin, 2020) because “a shared vision and a plan of action” have been created (Bergeron, 2018). The team will not stay stuck in their comfort zone and in “I do what is required of me” attitude. Going back to the school scenario, leaders such as supervisors and academic coordinators inspire people to get engaged and to do their job efficiently; a good and reciprocal relationship is created among them all.

         “The best leaders know how to motivate ther people to GTD – get things done!” (Maxwell, 2016). Leadership Level 3 – Production is all about results. The office time between midday and evening now wears on while projects are planned, carried out, and reviewed. There is a high level of reciprocity among team members and their leader, whose credibility has grown in the eyes of his/her subordinates. It is at this point that “good leaders make things happen” (Kay, 2015). At this point where results are visible, “no one can fake Level 3” (Kay, 2015); either the team is working as a unit and achieving goals that can impact the institution, or the group is not doing anything as a unit. It is also at this very point that, as Lewin (2020) puts out, the leaders have influenced others positively for the organization, and this happens because team members follow their leader “because of what [they] have done for the organisation” (Bergeron, 2018). Success here is not given for the team head’s ransom; success materializes because it is now a team effort. In the school scenario, teachers, supervisors, academic coordinators, heads of units, and the like are working to achieve success for the school; things get done in terms of good teaching, effective supervision, assertive academic coordination, and heading for a higher success rate for the company.

         Do institutional leaders cease plying their growth mindset net when they have attained Level 3? Of course not; Level 4 is now for reproduction. Based on Maxwell (2016), the leaders’ goal is “to identify and develop as many leaders as [they] can by investing in them and helping them grow.” It is at this phase that, as Lewin (2020) explains, leaders start to pontentiate team members’ professional development. These Level 4 leaders will not cease plying their success net to intend to reproduce leadership qualities in their groups of contributors; these inviduals can become the new community of future leaders the institution requires (Lewin, 2020). These Level 4 leaders are people whose lives change even beyond the institution; there is a development in their personal life as well (Lewin, 2020). Based on Maxwell (2016), “the more you raise up new leaders, the more you will change the lives of all members of the team.” New and stronger relationships will be created between leaders and their teams. And all this happens because “leaders on the People Development level of leadership shift their focus from the production achieved by others to the development of their potential” (Kay, 2015). Or as Bergeron (2018) sees this phase in leadership, “the leader intentionally invests in developing and mentoring other leaders.” The pesky attitudes of people under the supervision of heads or coordinators will not make them be in sore dismay; they will hover around new opportunities for team members’ professional growth and development. In the school context, instructors will also be guided to become lead teachers to help colleagues and new hirees; the good qualities of the Level 4 leader is embodied by lead teachers who will help other stay in tune.

         Pinnacle is the fifth stage in leadership development. “The highest level of leadership is also the most challenging to attain” (Maxwell, 2016). Getting to this point in leadership development is for people who are willing to invest the rest of their lives helping other leaders achieve Level 4. “The individuals who reach Level 5 lead so well for so long that they create a legacy of leadership in the organization they serve” (Kay, 2015). With this type of leaders in an institution, success becomes a wondrous hoard that cannot be easily found outside any corporation; these people in a school setting will lift entire departments, unit teams, groups of directors to aspire for higher goals for the organization. These leading academic figures will never cease plying their success net to trap new followers who will become new leaders for education institution. And people in the organization will follow them “because of who [they] are what [they] stand for” (Bergeron, 2018).

         All these levels of leadership intend to help the organization to achieve its peak of academic performance. Educators will feel that their leader keep them company all along their working life in the institution, and they will want to continue being part of the teaching staff in it. Instructors’ hallway noise because of rumors will eventually vanish because of the presence of lead teachers who have a genuine, open dialogue with other leading figures in the administration; these lead teachers will always deliver messages back and forth with the right information and not gossip. And as stated by Maxwell (2013), “leadership is about growth – for yourself, your relationships, your productivity, and your people.” For the school leaders, all this is about growth, too: academic relationships and with other departments, course productivity and student learning success, and teacher professional development.

References

Bergeron, P. (2018, March 13). Develop the five levels of leadership and become an effective leader. Retrieved September 28, 2020, from Leadership Inc.: https://www.sisleadership.com/develop-the-five-levels-of-leadership-and-become-an-effective-leader/

Kay, M. (2015). The 5 Levels of Leadership by John Maxwell. Retrieved September 28, 2020, from Psychology for Marketers: http://psychologyformarketers.com/5-levels-leadership-john-maxwell/

Lewin, L. (2020, September 22). Liderazgo y Neuroliderazgo. Escuela para Directivos, Laureate Languages. Buenos Aires, Argentina: ABS International.

Maxwell, J. (2016, August 30). The 5 Levels of Leadership. Retrieved September 28, 2020, from John C. Maxwell: https://www.johnmaxwell.com/blog/the-5-levels-of-leadership1/

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Apprising a Tuition Rise at School

Communicating increase risk brought about by the pandemic

         The current state of affairs in language learning and higher education institutions cannot be compared to a bleak island where everything in a 360° panoramic view seems to be the same. The present pandemic has brought abrupt changes not only to the way classes are being taught but the investment needed by students to pay their tuition at colleges and language centers. In a speedy journey through local language schools and private universities, the organizations decided to subsidize tuition fees by providing students with juicy discounts that later seriously impacted the corporate finances and labor force being laid off. Then, how do education companies communicate their stakeholders that subsidies are not perennial and that they have to be adjusted or eliminated?

         If there is a crash on the market, companies can cope with bad news straightforwardly, but what about students? How can schooling consortiums deliver potential bad news to employees and other stakeholders such as learners regarding adjustments in tuitions? It looks like the risk communication is the way to go; communicating every interested party about the current uncertainty on the market is the most honest, genuine, and ethical decision that needs to be made because, as stated by Cleaveland, Newman, J., & Weber, S. (2020), “risk communications are more important than ever during the current pandemic.” Institutions must leave their hearth and home to embrace risk communication and use it as their whetstone to sharpen their social media communication campaign and educate the public to read bad news positively despite the paradox this statement implies.

         What are the side effects of not communicating about uncertainty in the education business especially when it comes to a tuition increment? The fallouts of an ineffecitive assessement of a corportation regarding risk management can directly impact stakeholders and employees, and this will be seen in terms of a trust deficit growth in the institution’s custormers and regulators. What is then expected to happen in social media outlets is a wrestling match in earnest where detractors will try to weaken the education corporations because it looks like they do not know what the short-term and long-term budgetary consequences in the educative consortiums are. The inaction in trying to use a risk communication approach to a tuition increase, -because of the direct and indirect pandemic effects-, can bring economic, labor, social, and cultural repercussions in the organizations’ credibility in the eyes of stakeholders.

         Stakeholders can expect changes in tuition in the education companies they are stutying at, but they need to comprehend why these increases are happening by always bringing the bright side of the institution. “Communicating uncertainty requires identifying the facts relevant to recipients’ decisions, characterizing the relevant uncertainties, assessing their magnitude, drafting possible messages, and evaluating their success” (Fischhoff & Davis, 2014). To have everything in readiness, the education corporations can inform how the market ranks studying at them compared to other consortiums on the very same market (a fact relevant to recipients’ decisions to choose an institution). Despite the economic turmoils a country may be experiencing, the organization can strengthen the importance of getting an education or studying a given subject (like learning English) and how the area of study continues to be current even though the country’s economy is stagnated (characterizing the relevant uncertainties), and this has to be part of the message companies put out in the media. And what about the impact if stakeholders decide not to continue? In this case it is crucial to tell them how the lives of other citizens have been positively impacted in job hunting, job opportunities, niches in the market, and the employability scene that can be foreseen on the market in the months to come (assessing the magnitude of the current state of affairs in the country).

         As stated by Cleaveland, Newman, J., & Weber, S. (2020), any corporation has to “stop improvising.” Based on their recommendation, “firms will never be able to reduce uncertainty to zero, but they can commit to engaging with customers around uncertainty in systematic, predicatable ways” (Cleaveland, Newman, J., & Weber, S., 2020). So if no longer does a education consortium stand on the prow of the success sun barge of yesteryear, the institution has to fight customers’ trust deficit by drafting possible messages on social media, radio and TV avoiding notification fatigue that will cause stakeholders to switch off from an open conversation with them (possible messages); this has to be worked around with social media and media communication specialits to have students continue to believe in the education idea behind the organizations’ missions and visions.

If these steps are not followed, the full potential to retain current learners or have new students will hot be harnessed! Companies need to “design for risk communication from the beginning” (Cleaveland, Newman, J., & Weber, S., 2020) to evaluate communications’ success. “Decision making involves uncertainty. Some of that uncertainty concerns facts” (Fischhoff & Davis, 2014). For this reason corporations need to ask themselves, what will happen if they increase tuiton feeds now or suspend subsidies? This can bring some good ideas to the work table from various departments in the consortiums to help draft how this can be communicated to all cohorts of students and stakeholders. But let us not forget what Fischhoff & Davis (2014) stated; some of the decisions made around uncertainty are related to “values.” Institutions must ask themselves, too, what they want when they cannot have everything they used to have before a crisis. The secret to success on the market lies in harnessing the power of risk communication to have a customer trust surplus and not to be perceived as efforts to shield economic problems the organizations are facing and the doubts the decision makers have.

References

Cleaveland, A., Newman, J., & Weber, S. (2020, September 24). The Art of Communicating Risk. Retrieved September 25, 2020, from Harvard Business Review: https://hbr.org/2020/09/the-art-of-communicating-risk

Fischhoff, B., & Davis, A. (2014, September 16). Communicating Scientific Uncertainty. Retrieved September 26, 2020, from Proceedings of the National Academy of Sciences of the United States of America: https://www.pnas.org/content/111/Supplement_4/13664#:~:text=Communicating%20uncertainty%20requires%20identifying%20the,messages%2C%20and%20evaluating%20their%20success.

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How do Politicians Use Social Media?

Just a collection of ethical thoughts

         A quite common practice in the lives of politicians is the use of social media to have a sort of online persona that can be easily spotted online by the assemblage of party followers. This does not mean that there is or will be some kind of open communication between this public figure, whose profile is probably managed by someone like a community manager, and people who are interested in listening to them or their detractors. From a mere ethical standpoint, it looks like their social media persona is vote-hunting or proselytizing for their opinions’ acceptance.

         Dr. Kajsa Falasca (n.d.) considers that “individual politicians may be active but [her] belief is that social media will be used like an ordinary advertising channel.” And it can be certain that if Twitter profiles, like the ones belonging to a country’s president, are there to pump out their message “and then let their followers do the work” (Falasca, n.d.), which in this case is to drop the bomb and see how followers and detractors “fight over” their points of view. For Dr. Mitchell Hobbs, these political public fugures should “use social media as direct communication with citizens” and for him “that’s its greatest strength and asset” (University of Sydney, 2020). However, seeing what happens with President Trump’s Twitter account, e.g., lots of bombs are dropped to stir up the media and cause a tactically prepared reaction, some would say. One expects to see dire repercussions arising when these bombs reach news networks that tend to tell people of shadows and forebodings of a obscure future coming ahead, but followers and detractors seem to enjoy the debate, each one definding their trench position.

         For Dr. Hobbs, “Tweets coming from politicians are open dialogues, especially if people answer to them” (University of Sydney, 2020). Nevertheless, though it is very desireable that people answer to them, what is expected is to see is an honest dialogue between the politician and people. But as put out before, oftentimes political parties “use the media as a channel for advertising” (Falasca, n.d.), and not as a channel to listen to the electorate and analyze what they expect from them even if there is a group of individuals managing a Twitter account that is not theirs. But on the other hand, what is commongly seen around here in Costa Rica with our political figures and opinion shapers, e.g., is what Dr. Falasca (n.d) has already pointed out for Sweden, “if a post has a great impact, it can be used and emphasised again and thus give the senders great publicity without actually doing a great deal themselves.” The job is done by the electorate debating over what wants to be re-shared and re-emphasized by politicians and their political parties. No such a thing as an open dialogue exists; what can be seen in the background are cunning and covetous social media strategists holding their blazing tourches to guide followers and detractors to “fight” their battles, to do their job.

         In the ideal world, messages coming from politicians in social media are open dialogues. For Dr. Hobbs (University of Sydney, 2020), tweets should be a great opportunity to a) communicate with the electorate, b) address vote casters’ issues and concerns, and c) hopefully win the electors’ votes. It looks like this is not exactly happening with every single politician in many nations across the glove when one gets to watch international news. At the international level, for instance, Trump’s Twitter account’s social media communication specialists follow Dr. Hobbs’ ideas, but not in terms of an open dialogue. As someone who follows President Trump in Twitter, never have I seen this dialogue taking place but a the fagots of firewood burning in CNN. And as pointed out before, in the case of Costa Rican politicians, the absence of dialogue and the honest and open exchange of ideas is not happening either. Whether this is done on purpose or not, what is being read between the lines here, following Rolland Barthes’ ideas, is not an open conversation but lots of secrecy.

         To sum up and trying to be ethically well-balanced, the guiding principle behind social media communication with citizens should be “to try to be authentic, to be charismatic, and to be likeable” (University of Sydney, 2020). What worries here is that as part of those indepent thinkers who do not follow political dogmas is that politicians are not genuine to their followers, lack charisma to guide the electorate, and engage with the wrong influencers. One gest to discover that a politicians authenticity is nebulously hazy; their so-called charisma is just a fuzzy, blurred façade that does not inspire any reliability on them. And in the case of influencers, knowing how these online personas work at times, they simply bias and sways people’s opinions to win votes for an employer, for an individual they hardly know as a political figure.

References

Falasca, K. (n.d.). How does the political parties use social media? Who is actually working for whom? Retrieved September 24, 2020, from Mid Sweden University: https://www.miun.se/en/Research/archive/how-do-the-parties-use-social-media-who-is-actually-working-for-whom/

University of Sydney. (2020). Politics and social media. Interview with Dr Mitchell Hobbs, University of Sydney. Retrieved September 21, 2020, from FutureLearn.Com: https://www.futurelearn.com/courses/ethical-social-media/1/steps/824157

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The Need for Disruptive Education

Some considerations

         Do students want or have to listen to their teachers? Long ere this thought of a disruptive education, in which educators only wanted their students to sit down and listen to them, but the fact is that there are several education paradigms like the one above that prevail and that only make us think of how things have always been done in only one way. And there we have instructors on top of paradigm watchtowers preventing colleagues from making changes in the education their pupils are getting today. Learners should want to listen to their teachers because they can help them construct their knowledge and will not make them regurgitate what was mentioned in class.

         If tickets to attend one’s class were sold, will one’s students buy them? With this question Lewin (2020) makes educators question their role in the classroom and the teacher’s soliloquy employed at times in class where no higher order thinking skills are employed by learners. Lewin longs to have sight of disruptive classrooms where paradigms are constantly broken for the sake of student learning. Education is not just about regurgitating information; it has to go through various channels to become learning. As pointed out by Peter, de Roche, Graf, & Gatziu Grivas, (2019), “skills are used to designate the ability to use one’s knowledge with relative ease to perform relatively simple tasks.” And when these skills are pracited in class they can become competencies. And when students can develop competencies in class one’s class tickets will always be sold out. Learning will always be present to engage pupils at all times.

For a while, the traditional educators will remain in thought, and they will continue to be the warders of education with recurrent paradigms or will embrace a disruptive education willfully. It is not right to sulk about the need for refocusing learning; what educators have to do is to start selling tickets for their classes because, as Lewin (2020) insists, this disruption will generate critical thinking, creativity, and a desire for learning, which will make students’ skills become competencies. In other words, the competence of a learner or cohort of pupils must “describe the relationship between the tasks assigned to or assumed by the person or group and their capability and potential to deliver the desired performance” (Peter, de Roche, Graf, & Gatziu Grivas, 2019). When a desired performance is achieved, students will be learning by doing and coming to class for the pleasure of constructing their knowledge and participating in experiences that will strengthen their competence.

A disruptive education, free of aged, decrepit, enfeebled paradigms, will feed a growth mindset with room for risk-taking experiences and failure. Lewin (2020) states that capitalized mistakes is pure learning, which is pretty much what Oscar Wilde (2005) once said about experience: “it is merely the name men give their mistakes,” and students need to make mistakes to consolidate their learning. Engaging students in their learning is by far the best lesson of life you can give them; “I can do it” (Lewin, 2020). And they will be able to make mistakes and learn and will learn to become autonomous, self-disciplined, and self-regulated.

References

Lewin, L. (2020, Setiembre 15). La Innovación LLega al Aula. Escuela para Directivos, Laureate Languages. Buenos Aires, Argentina: ABS International.

Peter, M., de Roche, M., Graf, M., & Gatziu Grivas, S. (2019, June). Skills and Competencies for Digital Transformation. Retrieved September 21, 2020, from ResearchGate.Com: https://www.researchgate.net/publication/336375389_Skills_and_Competencies_for_Digital_Transformation_Initiatives_-_Development_of_a_model_to_identify_relevant_skills_and_competencies_for_a_company's_individual_digital_transformation_roadmap

Wilde, O. (2005). The Picture of Dorian Gray. Clayton, Delaware: Prestwick House Literary Touchstone Press.

 

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How do Our Virtual Environment Foster Learning?

An answer for LLO Lead Teacher Rob Boyle

         An online instructor mentor at Laureate Languages Online (LLO), Mr. Robert Boyle, put out a thought-provoking question I felt like mulling over it for some time before giving it an honest answer coming from my teaching experiences at LLO, my expertise in education, and after feedback sessions with Rob. I have been working with bellows and anvil and hammers to shape my current way of teaching that has produced positive results in learners I have taught in various projects at LLO, and much of what has been my active learning as an online instructor is due to his modeling of virtual teaching. And virtual teaching has parallel features when compared to regular teaching.

         How do our virtual environment foster learning? Well, it is important to remind ourselves that learning is “a process of obtaining knowledge to change human behavior through interaction, practice and experience” (iEduNote, 2017). And learning is not just meant to happen in brick-and-mortar spaces where there is a cohort of students assigned to an instructor; the same can happen in virtual scenarios. Though many skeptical educators will wager their heads against the possibility of learning in an online environment, especially when it comes to language learning, the fact is that students construct their knowledge of the new language in participatory learning environments successfully.

Bearing in mind the four basic characteristics of learning by the OSHAcademy (2015) in F2F or now in virtual spaces, they can be explained as follows when it comes to learning English within an online environment.

         Learning in virtual scenarios may be a great fit for the instructor and for the students. Online synchronous lessons literally put language learning in the palm of a learner’s hand because it can foster student English language development. At LLO our virtual environment does provide room for active, collaborative learning along with the four basic characteristics of learning and their corresponding features and nuances when we think of language learning.

References

iEduNote. (2017). Characteristics of Learning (Explained). Retrieved September 14, 2020, from iEduNote.Com: https://www.iedunote.com/characteristics-of-learning

Lewin, L. (2020, September 1). El Aula Invertida. Escuela para Directivos en Laurate Languages. Buenos Aires, Argentina: ABS International.

Li, C., & Lalani, F. (2020, April 29). The COVID-19 Pandemic Has Changed Education Forever. This is How. Retrieved September 14, 2020, from World Economic Forum: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

OSHAcademy. (2015). Characteristics of Learning. Retrieved Setiembre 14, 2020, from OSHATrain.Org: https://www.oshatrain.org/notes/characteristicsoflearning.html

Ur, P. (1996). A Course in Languge Learning - Practice and Theory. Cambridge GB: Cambridge University Press.

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“A classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment” (Great Schools Partnership, 2013). The idea behind a classroom visit is to observe to provide teachers with constructive and sometimes -formative- feedback. This criticism is done aiming at helping educators improve their teaching performance and classroom management. And an observation is carried out because the institution has a cohort of teacher coaches or supervisors, who can be also labeled as pedagogical referents and who can help instructors become better at their teaching.

[1] Why are classes observed? Coaches and any other school administrative staff do not go into a classroom to barge in on educators’ teaching. Neither do we want to trigger mutiny on the school’s academic department because of class observations. The underlying reason to visit a class is to promote an open dialog between teachers and coaches, to reassure instructors’ strengths, to identify areas of improvement, to determine areas of professional development, and to promote teacher reflection (Lewin, 2020). And though a classroom observation is conducted as job-performance evaluation, it must aim at helping teachers improve in their facilitation of content.

[2] As a pedagogical team working on classroom visitations, what needs to be achieved? “Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness” (Great Schools Partnership, 2013); it should not be considered a way to follow behind instructors in chase to detect what they are doing wrong. As a pedagogical team it is fundamental that the supervisory crew watch over the implementation of the institution’s pedagogical model, recognize and celebrate good, effective teaching practices, instill ideal teaching qualities among instructors, support educators’ professional development and teaching reflection, and model the best teaching practices the academic department has aligned with the school’s pedagogical model. All these will help coaches or supervisors to finish observation preparations to the last stone.

[3] What is being observed by a teacher coach? The fact is, as stated by Lewin (2020), teacher supervisors can see something different in a classroom observation. This usually happens because personnel working on observations “may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques” (Great Schools Partnership, 2013). To avoid teachers’ ordeal and boisterous reaction because of lumpy observations, they have to be told about them since they start with the induction process to the school. They have to be told that an observation protocol will be used for class visitations because the institution does not want them to feel threatened. And if this is not done during the induction phase, it is no wonder that they will be wroth with their coaches when they feel their job performance is being assessed.

[4] How do we provide feedback to teachers? To start with the academic team in charge of classroom observations should make sure their feedback does not evaporate into the ethersphere; we do not want instructors to shrug their shoulders at what coaches tell them about what they have detected by means of the observation protocol rubric. Once the observation is carried out, the coach, as suggested by Lewin (2020), will follow a four-step meeting to clarify actions that took place in class, validate positive aspects of instruction present during the observation, show concern with areas that probably are not aligned with the school’s pedagogical principles, and suggest areas to do things differently to comply with institutional policies.

Considering the observation and feedback aspects addressed here does bring benefits. As pointed out by Lewin (2020), through this process you will get to know your teachers better. In this way the institution can plan training sessions to address important areas of teaching. Lewin (2020) also states that this process will help coaches and teachers to trust one another. If a strong relationship is created here, observations will not become painful experiences for teachers. And most importantly, the pedagogical team will be able to spot and get to know about problems right before they become a catastrophe.

 

References

Great Schools Partnership. (2013, August 29). Classroom Observation. Retrieved September 12, 2020, from The Glossary of Education Reform: https://www.edglossary.org/classroom-observation/#:~:text=A%20classroom%20observation%20is%20a,classroom%20or%20other%20learning%20environment.&text=School%20administrators%20also%20regularly%20observe,of%20formal%20job%2Dperformance%20evaluations.

Lewin, L. (2020, Setiembre 8). Observaciones de Clase - De la Reactividad a la Proactividad. Escuela para Directivos, Laureate Languages. Buenos Aires, Argentina: ABS International.

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