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The Biggest Networking Event Santa Barbara Offers All Year: March 4-5th
4th Annual Women's Festival—Empowering Leadership, Fostering Education and Women Empowerment
Meet Powerful Women In Leadership Roles at the Women’s Festival On March 4-5th
SUMMARY: On March 4 and 5, 2011, Santa Barbara, CA, you will have a rare Santa Barbara networking opportunity with powerful women in business. If you are interested in learning about the importance of education and women empowerment, you do not want to miss this unique Santa Barbara festival that seeks to empower women and celebrate Women's History month.
The Women's Festival is one of the only events in Santa Barbara that offers a unique opportunity to network with women in leadership roles from a wide range of backgrounds. The Women’s Festivals are the premier gathering of women seeking to empower themselves by connecting with the tools and resources they need to flourish and prosper in all aspects of their busy lives. Attendees help further the celebratory momentum behind Women’s History Month and address the crucial issues facing women today in an interactive, multi-cultural, and entertaining format—providing fertile ground for networking, referrals, and resource sharing.
You will have a unique opportunity to meet powerful women business leaders, and influential owners of Santa Barbara companies. You will leave with a renewed sense of the importance of education and women empowerment. Women leadership is a key focus of this March festival, and many say it is the best networking event Santa Barbara offers. Come help empower women at the 4th Annual Women's festival. No other Santa Barbara festival gets you up close and personal with inspirational leaders from the arts, local non-profits and thriving businesses.
A talented team of well-connected men and women have joined forces to produce the 2011 Women's Festivals in Santa Barbara, California. Founding non-profit organizations include the National Association of Women Business Owners, SCORE, Girls Inc. of Greater Santa Barbara, Girls Inc. of Carpinteria, Future Women CEO’s, Women's Economic Ventures, the Women's Foundation of California, the Weidemann Foundation, the Profant Foundation for the Arts and Santa Barbara Chamber Commerce - all joining forces in a common goal of empowering women through educational and enlightening discussions led by renowned speakers and authors.
According to Founder Patty DeDominic, “We invite you to be up close and personal with inspirational leaders from the arts, important community organizations and business in beautiful Santa Barbara to help you create a Rich and Fulfilling life.”
The Women's Festival seeks to benefit and encourage non-profit organizations specifically concerned with women leadership, e.g., NAWBO, Girls Inc., etc. The Women's Festivals will celebrate the accomplishments and nurture the dreams of women in an interactive, multi-cultural, and multi-tracked format focusing on the five critical areas of women's lives: Personal, Professional, Philanthropic, Political, and Planet— otherwise known as the "5 Ps."
The festival mission statement is to further the celebratory momentum behind Women’s History Month and International Women’s Day, which is always on March 8th, however, the Santa Barbara event is planned a few days earlier on March 4-5th.
2011 Festival Theme: Collaboration and Leadership
* Better future relationships
* Building a better world through philanthropy
* Building better businesses - Skills for Success
* Better health
* Better planet - smarter, sustainable, and green
* Working with young women, future leaders, building self-sufficiency
* Looking at past role models to find lessons for the future
People from throughout the world will attend the California Women's Festival on March 4 & 5, 2011 at the Earl Warren Show grounds located in beautiful Santa Barbara, California. The Santa Barbara festival will include a professional business expo, awards program, and educational and enlightening discussions led by renowned speakers and authors. For further information about how you can help empower women and meet women in leadership roles at the biggest networking event Santa Barbara has to offer for 2011, please visit the site at http://www.WomensFestivals.org or contact info@womensfestivals.org
Empowering Women In Leadership Roles At The Biggest Santa Barbara Festival Of The Year
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The Women’s Festival is coming up on March 4-5th and offers you a unique opportunity to network with powerful women in leadership roles, and gain renewed sense of the importance of education and women empowerment. Women leadership is a key focus of this March festival, and many say it is the best networking event Santa Barbara offers. Help empower women at this Santa Barbara festival http://www.womensfestivals.org/
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The biggest networking event Santa Barbara offers in 2011 is coming Mar 4-5th. Empower women in leadership roles. http://womensfestivals.org/
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Showing posts with label santa barbara. Show all posts
Showing posts with label santa barbara. Show all posts
Sunday, February 6, 2011
Wednesday, February 4, 2009
Mary Elizabeth Bradford is Starting a New Mastermind Group
It's Mary Elizabeth and I'm just headed out the door to take my daughter Anna for a walk...it's a beautiful day here in central Texas...
But before I go, I had to let you know that I've just opened the doors to my BRAND NEW "Career Artisan Mastermind Coaching Group!"
And a special CHARTER MEMBER invitation ... but ONLY for the first 50 members.
So this is something you're going to want to jump on fast!
Patty, this is an opportunity for your readers to get my PERSONAL coaching and all my job search secrets twice each month, *LIVE*, plus guaranteed personal email days, instant access to pre-recorded coaching audios, *5* hand-picked bonuses valued at hundreds of dollars and so much more, all at a phenomenal value!
So, are YOU ready to step into a place of leadership and control in your job search and get my simple-to-implement secrets, marketing templates, resources and step by step how-to information on how to focus on, find and WIN your dream job?
Honestly, once you learn how simple it is to transform your job search, you are going to be so glad you decided to join! But please, don't take my word for it! Get the details and read testimonials from people just like you, (who have been coached by me before) at the link below:
http://www.maryelizabethbradford.com/mastermind.php
But before I go, I had to let you know that I've just opened the doors to my BRAND NEW "Career Artisan Mastermind Coaching Group!"
And a special CHARTER MEMBER invitation ... but ONLY for the first 50 members.
So this is something you're going to want to jump on fast!
Patty, this is an opportunity for your readers to get my PERSONAL coaching and all my job search secrets twice each month, *LIVE*, plus guaranteed personal email days, instant access to pre-recorded coaching audios, *5* hand-picked bonuses valued at hundreds of dollars and so much more, all at a phenomenal value!
So, are YOU ready to step into a place of leadership and control in your job search and get my simple-to-implement secrets, marketing templates, resources and step by step how-to information on how to focus on, find and WIN your dream job?
Honestly, once you learn how simple it is to transform your job search, you are going to be so glad you decided to join! But please, don't take my word for it! Get the details and read testimonials from people just like you, (who have been coached by me before) at the link below:
http://www.maryelizabethbradford.com/mastermind.php
Monday, January 5, 2009
Teaching the Teacher from Dexter J. Valles
The arbiter of knowledge and skills, the teacher, is a revered figure around the world. In India, the teacher is known as the guru, the wise one who can be trusted to lead the knowledge-blind and shine the light of competence and skills in the darkness of ignorance and incompetence.
Over time it has been realized that the wise one is not necessarily the most skilled teacher. Learning proficiently and transferring the learning just as well is not really as simple as it seems. It takes far more skill to teach than to learn.
The teacher has not only to have a full and wholesome appreciation of the subject but also know how best to transfer this in its entirety in a useful manner to the learner considering the learning styles and needs of each individual learner.
Whilst studies have been popularized concerning learning styles, and suitable adaptation of knowledge transference has been undertaken to match the varied learning styles of participants, the newer platform of transference has to do with the multiple intelligences that seem to be far more effective in reaching across to the learner.
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes several different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
• Linguistic intelligence (word smart)
• Logical-mathematical intelligence (number/reasoning smart)
• Spatial intelligence (picture smart)
• Bodily-kinesthetic intelligence (body smart)
• Musical intelligence (music smart)
• Interpersonal intelligence (people smart)
• Intrapersonal intelligence (self smart)
• Naturalist intelligence (nature smart)
How does this affect us learning facilitators and trainers and our participants?
The theory of multiple intelligences has strong implications for adult learning and development. Many adults and young professionals seeking to make their mark in life often find themselves in jobs that do not make optimal use of their most highly developed intelligences. For example, the highly bodily-kinesthetic individual may be stuck in a linguistic or logical desk-job like customer care when he or she would be much happier in a job where they could move around, such as in front-line sales.
The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
This is another way of chasing away the boredom with the routine or the mundane work one becomes habituated to accept and live with, lowering the levels of enthusiasm, responsiveness and creativity – some of the essential ingredients for success in these competitive times.
What we must recognize is that these multiple intelligences offer choices to (a) trainers/teachers/learning & development facilitators to use varied methods and practices of transferring and processing learning deliverables and to (b) participants to acquire and learn varied methods of addressing work itself, using creative methods to address work issues through the favoured and more developed intelligences
Let’s look at the eight intelligences and how training or learning methods can be matched against them.
Linguistic intelligence (word smart): Reference reading material, reference books, well scripted program handbooks.
Logical-mathematical intelligence (number/reasoning smart) Case studies, problem solving models & techniques, inventory/ questionnaire/ response form/ instrument evaluation & analysis.
Spatial intelligence (picture smart): Use of graphs, charts, pictures and diagrams.
Bodily-kinesthetic intelligence (body smart): Role plays, projects, structured training games/activities.
Musical intelligence (music smart): Music with learning deliverable lyrics. Participants create musical learning summaries using popular tunes, leveraging nursery rhymes to advanced learning songs & anthems.
Interpersonal intelligence (people smart): Team exercises that need the identification and use of the varied resources of team members.
Intrapersonal intelligence (self smart): Presentations by participants on processed learning, role-reversals. Participants study and deliver (teach) selected modules in the program itself, participants are asked to create learning models/modules
Naturalist intelligence (nature smart): Learning from real world experiences, interpretations and guiding principles that emerge from such experiences.
Dr. Howard Gardner says that other than areas of developed expertise, most of us react or process and infer learning outcomes in all other areas in the manner we used to do as 5-year-old kids – the earliest levels of cognitive intelligence.
Implications of this are as follows for trainers/facilitators/teachers and our corporate participants:
1. As trainers/teachers/facilitators we need to be experts at what we teach else we are simply transferring our own 5-year-old childish reasoning and logic to the participants, who receive it believing it is the word of the expert. The snowballing consequences are nightmarish!
2. To be experts, demands more than average attention and learning in the area of study.
3. Extensive reading (to replace extensive research and study) is the minimal effort one has to undertake to raise the levels of personal awareness, knowledge/content and competence/understanding.
4. Participants are unlikely to react in the ‘expected’ manner in either receiving, processing or understanding the learning deliverables, as they are most likely to be at a level of ‘non-expert’ in these areas and therefore would have learning conclusions matching their own 5-year-old level of logic and belief.
Concluding remarks
This exercise leads us to some interesting conclusions in the training-learning process:
a. Content transference is easily possible at an adult learning level. Summarising received content at the end of the program is not an indication of learning or understanding as pointed out by Dr. Gardner.
b. Understanding can only be ascertained when participants apply the learning in simulated real world experiences that are necessarily different from the experience created when delivering the concept. For example, participants can offer each other their own past experiences and ask others how they would use the learning to have handled the situation, or offer their own new approaches to the old
c. Training videos, role plays, case study experiments, training exercises, need to be processed with ‘understanding’ in mind – not a simple analysis of what happened in the experiment or video or exercise, which is what participants tend to explain, but how this learning can be applied at work/back in real life.
d. Similarly hoping that the video/exercise or experiment is ‘self-explanatory’ is not constructive as the learning derived by participants is likely to be unprocessed content management and learning summaries are derived from the 5-year-old child-like ‘theories of life’. The ‘expert’ must anchor the learning rather than leave loose ends to be automatically tied.
e. Understanding can be investigated only by moving from basic questions like what, why, how to the more advance ‘aesthetic’ level questioning skills/questions that ask participants to offer personally processed input that has direct bearing on their work practices or behavior.
f. This points to program design and delivery process. Program designs which are packed almost like a school time table leave very little processing and understanding time. The program flow is often ‘impaired’ by handling lack of understanding or processing by participants and therefore participants learn to respond by cleverly managing the showcasing of content to represent learning and understanding, in order to release the program flow and time which tends to be the casualty, in a concept-crowded program.
g. The facilitator has to be equipped to deal with the following learning hurdles which participants will unconsciously throw up.
■Misconceptions: Based on their past experiences, pet theories and assumptions
■Rigid algorithms/formulas: Formed from their earlier explanations of how the world works; input to output formulas that worked or seemed to work; expert opinions of others they consider experts, information in magazines/MIS data (tabulated and charted data tends to overwhelm the thinking and understanding process).
■Stereotyping and world views held by participants to diagnose and judge the rest of the world , in order to make decisions, are usually based on earlier formed assumptions and perceptions which without confrontation or validity checks, often script the guide book of their current life.
Dexter J Valles, business and life trainer renowned for his programs under the “At the Steering Wheel of Life” and “Winning Edge” banners, is CEO of VALMAR INTERNATIONAL, a Mumbai-based management consultancy. Contact him at www.valmarinternational.com or http://valmar.page.tl
As seen on tickled by Life on Jan. 5, 2009
Over time it has been realized that the wise one is not necessarily the most skilled teacher. Learning proficiently and transferring the learning just as well is not really as simple as it seems. It takes far more skill to teach than to learn.
The teacher has not only to have a full and wholesome appreciation of the subject but also know how best to transfer this in its entirety in a useful manner to the learner considering the learning styles and needs of each individual learner.
Whilst studies have been popularized concerning learning styles, and suitable adaptation of knowledge transference has been undertaken to match the varied learning styles of participants, the newer platform of transference has to do with the multiple intelligences that seem to be far more effective in reaching across to the learner.
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes several different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
• Linguistic intelligence (word smart)
• Logical-mathematical intelligence (number/reasoning smart)
• Spatial intelligence (picture smart)
• Bodily-kinesthetic intelligence (body smart)
• Musical intelligence (music smart)
• Interpersonal intelligence (people smart)
• Intrapersonal intelligence (self smart)
• Naturalist intelligence (nature smart)
How does this affect us learning facilitators and trainers and our participants?
The theory of multiple intelligences has strong implications for adult learning and development. Many adults and young professionals seeking to make their mark in life often find themselves in jobs that do not make optimal use of their most highly developed intelligences. For example, the highly bodily-kinesthetic individual may be stuck in a linguistic or logical desk-job like customer care when he or she would be much happier in a job where they could move around, such as in front-line sales.
The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
This is another way of chasing away the boredom with the routine or the mundane work one becomes habituated to accept and live with, lowering the levels of enthusiasm, responsiveness and creativity – some of the essential ingredients for success in these competitive times.
What we must recognize is that these multiple intelligences offer choices to (a) trainers/teachers/learning & development facilitators to use varied methods and practices of transferring and processing learning deliverables and to (b) participants to acquire and learn varied methods of addressing work itself, using creative methods to address work issues through the favoured and more developed intelligences
Let’s look at the eight intelligences and how training or learning methods can be matched against them.
Linguistic intelligence (word smart): Reference reading material, reference books, well scripted program handbooks.
Logical-mathematical intelligence (number/reasoning smart) Case studies, problem solving models & techniques, inventory/ questionnaire/ response form/ instrument evaluation & analysis.
Spatial intelligence (picture smart): Use of graphs, charts, pictures and diagrams.
Bodily-kinesthetic intelligence (body smart): Role plays, projects, structured training games/activities.
Musical intelligence (music smart): Music with learning deliverable lyrics. Participants create musical learning summaries using popular tunes, leveraging nursery rhymes to advanced learning songs & anthems.
Interpersonal intelligence (people smart): Team exercises that need the identification and use of the varied resources of team members.
Intrapersonal intelligence (self smart): Presentations by participants on processed learning, role-reversals. Participants study and deliver (teach) selected modules in the program itself, participants are asked to create learning models/modules
Naturalist intelligence (nature smart): Learning from real world experiences, interpretations and guiding principles that emerge from such experiences.
Dr. Howard Gardner says that other than areas of developed expertise, most of us react or process and infer learning outcomes in all other areas in the manner we used to do as 5-year-old kids – the earliest levels of cognitive intelligence.
Implications of this are as follows for trainers/facilitators/teachers and our corporate participants:
1. As trainers/teachers/facilitators we need to be experts at what we teach else we are simply transferring our own 5-year-old childish reasoning and logic to the participants, who receive it believing it is the word of the expert. The snowballing consequences are nightmarish!
2. To be experts, demands more than average attention and learning in the area of study.
3. Extensive reading (to replace extensive research and study) is the minimal effort one has to undertake to raise the levels of personal awareness, knowledge/content and competence/understanding.
4. Participants are unlikely to react in the ‘expected’ manner in either receiving, processing or understanding the learning deliverables, as they are most likely to be at a level of ‘non-expert’ in these areas and therefore would have learning conclusions matching their own 5-year-old level of logic and belief.
Concluding remarks
This exercise leads us to some interesting conclusions in the training-learning process:
a. Content transference is easily possible at an adult learning level. Summarising received content at the end of the program is not an indication of learning or understanding as pointed out by Dr. Gardner.
b. Understanding can only be ascertained when participants apply the learning in simulated real world experiences that are necessarily different from the experience created when delivering the concept. For example, participants can offer each other their own past experiences and ask others how they would use the learning to have handled the situation, or offer their own new approaches to the old
c. Training videos, role plays, case study experiments, training exercises, need to be processed with ‘understanding’ in mind – not a simple analysis of what happened in the experiment or video or exercise, which is what participants tend to explain, but how this learning can be applied at work/back in real life.
d. Similarly hoping that the video/exercise or experiment is ‘self-explanatory’ is not constructive as the learning derived by participants is likely to be unprocessed content management and learning summaries are derived from the 5-year-old child-like ‘theories of life’. The ‘expert’ must anchor the learning rather than leave loose ends to be automatically tied.
e. Understanding can be investigated only by moving from basic questions like what, why, how to the more advance ‘aesthetic’ level questioning skills/questions that ask participants to offer personally processed input that has direct bearing on their work practices or behavior.
f. This points to program design and delivery process. Program designs which are packed almost like a school time table leave very little processing and understanding time. The program flow is often ‘impaired’ by handling lack of understanding or processing by participants and therefore participants learn to respond by cleverly managing the showcasing of content to represent learning and understanding, in order to release the program flow and time which tends to be the casualty, in a concept-crowded program.
g. The facilitator has to be equipped to deal with the following learning hurdles which participants will unconsciously throw up.
■Misconceptions: Based on their past experiences, pet theories and assumptions
■Rigid algorithms/formulas: Formed from their earlier explanations of how the world works; input to output formulas that worked or seemed to work; expert opinions of others they consider experts, information in magazines/MIS data (tabulated and charted data tends to overwhelm the thinking and understanding process).
■Stereotyping and world views held by participants to diagnose and judge the rest of the world , in order to make decisions, are usually based on earlier formed assumptions and perceptions which without confrontation or validity checks, often script the guide book of their current life.
Dexter J Valles, business and life trainer renowned for his programs under the “At the Steering Wheel of Life” and “Winning Edge” banners, is CEO of VALMAR INTERNATIONAL, a Mumbai-based management consultancy. Contact him at www.valmarinternational.com or http://valmar.page.tl
As seen on tickled by Life on Jan. 5, 2009
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