Date post: | 21-Oct-2014 |
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Education |
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Juggling Multiple Perspectives: Leading Complex Change
Cheryl Doig and Chris Jansen
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Overview
• connecting our wisdom
• unleashing organisational change
and adaptability
• factors in successful change
• fostering interaction, shared
learning and collective intelligence
• change prototyping
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•cutting edge frameworks that are critiqued in the light of participant inquiry
www.thinkbeyond.co.nz
Structure & support systems Leadership engagement Partnering with learners Ongoing conversation
The connected world Extending beyond current knowledge base, industry and thinking
Herrmann’s Whole Brain Processing Model…
Purpose logic):
Where does this
idea come from?
Plan:
How will I organise
resources &
planning?
Picture:
What is the big
picture of this
change?
Part to Play:
How will my team
feel about all this?
Confidentiality
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Collaboration
Openness
No ‘experts’ Sharing strengths
Session 1: Connecting with the wisdom in
the room
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What we want from
the day
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Business Process, growth and partnerships Collaboration Teacher Practice Developing PLCs, PLTs, coaching models to examine practice (self and peer) and teachers as agents of change Raising teachers' expectations for their students
Curriculum/Pedagogy Using student work (data) to inform instruction. curriculum and assessment change/alignment Concept based learning Digital classrooms
Students learners self-assessment and review
Influencing other leaders
Your change focus…
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Wh
at
he
lps d
rive
ch
an
ge
?
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Wh
at
blo
ck
s c
ha
ng
e?
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What we have tried
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Session 2: Unleashing organisational change and
adaptability
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Moving into new territory
www.thinkbeyond.co.nz www.thinkbeyond.co.nz
Can I lead positive and sustainable change…?
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BAU New BAU
Context Shifting Context
Shifting Context
A history of 70-80% failure Positive and sustainable
change? Why? Threat?
Opportunity?
Where? …are we heading
to?
Who?...do
we collaborate with?
How?…do we
design our journey?
What?…steps
do we take?
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A road map for leading change
Technical challenges “can be solved with knowledge and procedures
already at hand”
Adaptive challenges “embedded in social complexity, require behaviour change
and are rife with unintended consequences‟
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Requires leader to identify priorities, project manage and ensure stakeholder engagement
Requires leader to do all of the above and generate and trial multiple solutions
Technical change (linear)
Ministry of Social Development
Need and vision
Adopt proven ideas
Train
Roll out Scale up
Fine-tune and embed Pre-planned
and predictable steps
Proven solution
Need and vision
Launch multiple experiments
Assess responses and fine-tune
Scale up
Pilot
AI… Foster collective intelligence
Adaptive change (cyclic)
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Technical challenges
=
Linear change processes
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Learning Community Clusters
You will collaborate
I don’t trust the school down the
road.
www.thinkbeyond.co.nz
It’s not about luck, it’s about what you do with the luck when
you get it. It IS about different
behaviours not different
circumstances.
www.thinkbeyond.co.nz
Collins and Hansen
Session 3: Fostering interaction and shared learning
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Your successful change story
How did it come about?
What was the result?
Who else was involved?
What was your role?
What was fulfilling about the project?
Why did you find it so engaging?
What specific leadership actions were the
most effective?
How did team members become engaged in the process?
What were the key factors that led to this initiative being successful?
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Foster interaction, shared learning, and collective intelligence
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What solution?
How to engage?
+ Ownership, motivation and commitment
++ Better solutions and innovation
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“a healthy organisation is one in which all participants have a voice” (Peck ,1988).
Who has a voice in our organisation?
What mechanisms do we have to foster interaction and shared voice?
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Strategies for fostering interaction and shared learning
Possible mechanisms: - cross functional teams - focus groups (vertical teams) - interdisciplinary teams - collaborative processes ie: Appreciative Inquiry, world café, open space… - think tanks – open invitation, open agenda - Agile methodologies – scrum etc - innovation portal (ie you-I portal) - regular staff and student surveys - accelerate teams - volunteer army
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Collective Intelligence Explains a groups performance on a wide variety of
tasks
Factors that were important:
• average social sensitivity (the ability to read and understand the emotion of others) of group members,
• the quality in distribution of conversational turn-taking.
Ringleb, Rock, Conser - “NeuroLeadership in 2010”
Collective intelligence is not strongly
correlated with the average of maximum individual intelligence
of group members
Watercooler Meetings: Rapid Cycles of
Learning Design Accountability
Everyone in the team answers 3 questions
Champion keeps things on track and works to minimise
obstacles. Team members make commitments in front
of peers. Observers can observe!
Reviewing Actions
Agile leadership
trello.com
• Not a recount
• What worked, what didn’t,
lessons learnt, next steps
• Cross function/team sharing
back
• Whole team, participates
• Team summary: keep – stop
–start
Review Meetings
minutes of fame – what are you doing?
to talk – answer questions
for others to record ideas/detail to celebrate
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WHY?
HOW?
WHAT?
TRIZ • Speak the
unspeakable and get skeletons out of the closet
• Make space for innovation
• Lay the ground for creative destruction by doing the hard work in a fun way
• Build trust by acting to remove barriers
TRIZ
How can we develop a cluster that wastes time and doesn’t meet the future needs of our students, our schools or our communities?
TRIZ
Create
How am I, and how are we, going to stop doing this in order for this cluster to achieve the best possible outcomes?
Be as concrete as you can.
Collaboration for better results
Our drive to action, our will to act, should be driven by what we say we value and believe. If a practice is suggested from outside, our first question should be WHY? - How will doing this, using this practice, help us achieve what we say we value? As we explore new practices we should constantly reflect on how well it enables us to achieve what we value.
Pressure from outside should be worked through the “WHY? process?”
Adapted from Julia Atkin, 1999 used by Cheryl Doig with permission
WHY?
HOW?
WHAT?
Deepening Collaboration
VISIBLE SIGNS – HOW WILL THIS BE VISIBLE? Sharing of resources and information Attending workshops and conferences together – external connections Common staff development across departments/schools – embedded in organisations Celebrating focused success – sharing sessions eg Ignite, peer sharing Inquiry processes such as learning walks, coaching
PRINCIPLES – WHAT WILL WE PUT IN PLACE TO SUPPORT COLLABORATION? Alignment of practices, systems and documentation – review of current alignment Networking – internally, other schools, businesses and global projects Focus – on things worth collaborating on Shared language – dialogue grows understanding Celebration, sharing and growing of expertise Planning and co-creating ideas and programs together
VISION – WHY WOULD WE WANT TO COLLABORATE? Understanding the strengths and tensions of the team Surfacing the elephants in the room that make collaboration detrimental Shared goals, values and vision – and professional learning linked to this Why is it urgent? Why now? Why these partners? S
usta
ine
d
Su
rfa
ce
S
tra
teg
ic
LE
VE
RA
GE
Involved in setting evaluation criteria
Student Council
NZC Learner
Voice
Why is this important?
What does not align with this?
Termly feedback survey
Are you sure it is really happening?
Now what?
School Policy on Learning
Class wiki
Knowledge cafes
Co
ngr
uen
ce
Online student forum
Inquiry groupings
Session 5: Change Prototyping
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“How have I moved forward in my thinking?
How have I changed? What difference will people notice
in my work place?” 54
Our contacts
www.thinkbeyond.co.nz
www.ideacreation.org
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