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Team Academy Finland - An Exemplar in Education

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  • 1. OPENING PAPER 1.1 1 (19) The Academy for Systemic Change / Exemplars 15th of April 2011 TEAM ACADEMY FINLAND’S OPENING PAPER ON EXEMPLARS “Gutta cavat lapidem, non vi sed saepe cadendo. ” ”The drop excavates the stone, not with force but by falling often.” - Team Academy’s motto III - Please note that this Opening Paper is version 1.1 (revised from version 1.0).TABLE OF CONTENTS1 TEAM ACADEMY FINLAND BRIEFLY .........................................................................2
 1.1 Team Academy Finland ...................................................................................................2
 1.2 Use of Team Academy Methods in Further Education Programmes for Adults .............5
2 TEAM ACADEMY FINLAND’S EXEMPLARS PROJECT TEAM..............................6
3 OUR CHALLENGE..............................................................................................................7
 3.1 The Big Picture.................................................................................................................7
 3.2 Team Academy Finland’s Perspective on the Export of Education.................................8
 3.3 Exemplars and Our Challenge........................................................................................11
 3.4 Our 3x3 Challenge Matrix..............................................................................................12
 3.5 Some Obstacles We Face ...............................................................................................13
4 OUR EXPERIENCE AND APPROACH..........................................................................15
 4.1 Fields of Expertice..........................................................................................................15
 4.2 Action Oriented Approach in Exemplars .......................................................................16
5 INFO RESOURCES............................................................................................................17
6 NOTES..................................................................................................................................18
ATTACHMENT: TEAM ACADEMY IN NUMBERS ......................................................19
 Team Academy Finland 2011 www.tiimiakatemia.fi
  • 2. OPENING PAPER 1.1 2 (19) The Academy for Systemic Change / Exemplars 15th of April 20111 T E A M A C A D E M Y F IN L A N D B R IE F L Y1.1 TEAM ACADEMY FINLANDTeam Academy Finland (also known as “Team Academy Jyväskylä” with those tricky dotsabove As) is a multifaceted entity. First of all, from the formal educational point of view, it isa BBA programme for entrepreneurship development that lasts approximately 3,5 years.Second, looking from the organizational perspective, it is a unit within JAMK TheUniversity of Applied Sciences and thus is part of public sector higher education consortium.Third, when explored from the social point of view, it can be considered to be a communityof learners who operate using unique practices of learning organization. Fourth, it is a“learning approach”, if we look at it from the perspective of pedagogy. Fifth, when lookingit from a holistic perspective that encompasses all things in life, it is a way of life and way ofdoing things. And sixth, it is a brand owned by Partus Ltd but used by many parties.There are about two hundred BBA students and six full-time staff members in TeamAcademy Finland. Actually, we do not use the word “student”, but the word “teampreneur”in order to emphasise the entrepreneurial and team member role of a learner. Also, “staffmembers” are not teachers, but “team-coaches” who facilitate team’s contact sessions(training sessions).Each teampreneur’s learning path (“studies”) is approximately 3,5 years long and consists of210 credits. Teampreneurs operate as part of a team that consist of 15 to 22 otherteampreneurs for this whole time. Each team organizes its activities as a real-life team-company that is totally owned by the teampreneurs and is totally independent from TeamAcademy Finland as juridical entity.Learning during the learning path is done by doing three things:Training sessions: Teampreneurs participate to team’s team coaching sessions twice a weekfor four hours per time. They are called “training sessions”. In these sessions a learningorganization practice called “dialogue” is used. It is facilitated by a team-coach who usesquestions to steer the dialogue. Team-coach also enforces some basic rules and emphasisessome important things as the team develops. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 3. OPENING PAPER 1.1 3 (19) The Academy for Systemic Change / Exemplars 15th of April 2011During training sessions experienced from projects done are exchanged, successes andfailures are shared, disputes and conflicts within a team are handled, new plans are devisedand shared visions created. Sometimes team members might organize brainstorming sessionsto solve hot problems or keep presentations and lectures to each other on theoretical subjects.The learners themselves are responsible for the content of the training sessions, although theteam-coach might sometimes steer discussions on things that should be discussed upon.The concept of “sosioconstructivism” is at the background of training sessions. “Sosio” refers– of course – to social, or to team learning where learners learn with others. “Constructivism”refers, in turn, to the idea that the learners themselves “construct” their ideas onentrepreneurship, teams, marketing, leadership, finances, ethics, project work and so forth.Projects: Projects is the learning process where the rubber meets the road. Teampreneurscarry out projects to the economic life using their team company as a vehicle to get themdone. They are responsible themselves to find clients, negotiate with them on the projects,sign contracts and do the jobs they have promised to do.Team companies keep the money they have earned from the projects and can decidethemselves how they use it (e.g. do they pay it as salaries).The concept of “learning by doing” is at the background of projects. Projects are reflectedupon in training sessions and also by using before action- and after action reviews. So, it isnot just “doing” but “doing and reflecting on things learnt together”.Theory Programme: Learning by doing and training sessions are supported with a theoryprogramme. It consists of reading 40-60 management books that are chosen from The Bookon Books –catalogue that has approximately 1000 book recommendations to choose from. Foreach book, teampreneur writes a reflective essay on it.The key idea of theory programme is to support “applying theory to practice” and vice versa(“abstraction” or simply “generalization”). Theories are tested in practice. Although TeamAcademy’s approach is pragmatic, it really carries out methods that are similar to scientificapproach - “How does this and this work in practice? What is the model behind this and this?” Team Academy Finland 2011 www.tiimiakatemia.fi
  • 4. OPENING PAPER 1.1 4 (19) The Academy for Systemic Change / Exemplars 15th of April 2011Table below summarizes the basic components of Team Academy.Basic Building Blocks of Team Academy Main Learning Processes of Team Academy1. Teampreneurs (“students”) 1. Training sessions (team coaching sessions)2. Teams (15-22 persons per team) 2. Projects (to economic life)3. Team companies (real-life companies) 3. Theory programme (books & essays)That’s about it but that is not all. There are many concepts, both big and small, that haven’tbeen described here. Just to give you a glimpse on them, see table below or get moreinformation by using the sources provided at the end of this document.Tools, methods and concepts in Team Academy (a few key theories that have had influence onit/them in italics and in parenthesis)1. Team coaching (Downey, Katzenbach & Smith, Marquart, Senge)2. Before and After Action Reviews (Motorola reports) (Peters)3. Internal community meeting days (Houston Calling) (Sthåle & Laento)4. Network days and forums (seminars and conferences) (Sthåle & Laento)5. Individual’s competency assessment (Skill Profile) (Nissinen)6. Team quality assessment (Quality 47)7. Leading Thoughts (vision, mission, values, principles, etc.) (Senge)8. Internal leadership programs9. Rules of dialogue (Senge, Isaacs, Bohm)10. Brand envelope (Gad)11. HIT MR leadership philosophy (Kouzes & Posner)12. Leadership positions within Team Academy (4 positions)13. Competency demonstrations (Birth Givings)14. Around-the-World Trip (concrete goal of team)15. Individual’s development discussions Team Academy Finland 2011 www.tiimiakatemia.fi
  • 5. OPENING PAPER 1.1 5 (19) The Academy for Systemic Change / Exemplars 15th of April 20111.2 USE OF TEAM ACADEMY METHODS IN FURTHER EDUCATION PROGRAMMES FOR ADULTSIn addition to Team Academy Finland’s BBA education, the “Team Academy Approach” isalso used widely to educate people in working life. Over 300 managers, entrepreneurs andexperts from the educational field (public sector teachers and private sector consultants)participate to our adult education programmes yearly and over 1000 have graduated fromthem.The programmes are: Igniting Hearts (for start-ups), Blazing Torch (for experiencedentrepreneurs), Team Mastery (for coaches and teachers) and Innovator’s Workshop (fordevelopers). Also we have programme for people in sales and our own MBA programme. Allof the above mentioned programmes (except MBA) are certified by the Ministry of Educationand thus the participants receive formal degrees by completing them.All of our adult education programmes are “mini-sized” modifications of the full BBAprogramme described earlier. They last for 1,5 years and include 19 contact days. Samemethods are used in them as are in Team Academy Finland. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 6. OPENING PAPER 1.1 6 (19) The Academy for Systemic Change / Exemplars 15th of April 20112 T E A M A C A D E M Y F IN L A N D ’S E X E M P L A R S P R O J E C T T E A M Vilma Mutka (Project Manager) vilma.vaisanen@partus.fi Partus Ltd, Team Academy Finland’s Adult Education Unit Team Coach, Communications Manager Role and area of responsibility in Exemplars: project manager, communications, practical arrangements, network info Ville Keränen ville@banana.fi Monkey Business, Team Academy Finland’s Core Collaborator Team Coach, International Agent Role and area of responsibility in Exemplars: IT platform co-developer Jukka Hassinen jukka.hassinen@partus.fi Partus Ltd, Team Academy Finland’s Adult Education Unit Management expert Role and area of responsibility in Exemplars: materials and theories Team Academy Finland 2011 www.tiimiakatemia.fi
  • 7. OPENING PAPER 1.1 7 (19) The Academy for Systemic Change / Exemplars 15th of April 20113 OUR CHALLENGE3.1 THE BIG PICTUREThe Finnish open education system has gained a great deal of interest and respect in theinternational field. The success in international studies about the productivity of education,such as PISA (Programme for International Student Assessment), has lead to plenty ofinterest in exporting Finnish educational processes abroad. However, the resources orproducts of Finnish education do not meet the existing demand at the moment and thereforewe need to discover new innovations on exporting Finnish educational processes abroad.(Ministry of Education and Culture: Finnish Education Export Strategy 2010.)Nevertheless, there is ongoing research and a reform of the higher education system inFinland striving for developing internationality in education. Therefore, it can be stated thatthis demonstrates a willingness to develop the system to correspond to the needs of thecustomer without forgetting the value of the original product. Moreover, by combining all ofthese aspects it can be inevitably discovered that there is a need for exporting Finnisheducational processes. For Finland the developments in the export of education could meannot just increasing export in total, but also finding new innovative solutions to the alreadyexisting educational processes. Furthermore, for the customers it is about discovering newlearning processes and methods to develop their educational systems.Also, thought the whole European Union, both educational institutions and politicians arestruggling with the question about entrepreneurship. The ratio of graduates employed asentrepreneurs within few years of graduation hovers at the level of 3-5 % in EU countries. Itis in the interest of all societies to raise this number, as the working life is changing rapidly.Finland faces also this challenge with its average 3 % (Team Academy’s result is 37 % to 47%). This need is also reflected to the export activities, as entrepreneurship education is ingreat demand everywhere.The attitude towards entrepreneurship in Finnish society has changed dramatically during thelast 20 years from “Who cares about small-business entrepreneurs, it’s the big business thatkeeps this society running” to “We need entrepreneurs to generate wealth, new work placesand tax money to preserve our dear welfare state with its free healthcare, education andwelfare benefits – and we need them fast!”. Entrepreneurship is no longer a marginal Team Academy Finland 2011 www.tiimiakatemia.fi
  • 8. OPENING PAPER 1.1 8 (19) The Academy for Systemic Change / Exemplars 15th of April 2011thing, but one of the main strategic themes of Finland and other European Unioncountries.In Central Finland Region and the City of Jyväskylä strive to inform companies and otherinstitutions abroad Finland on the expert services that the region of Central Finland canprovide them. These services consist of educational services that are provided both bypublicly and privately owned companies. To carry this activity out a company calledEduCluster Finland Ltd (ECF Ltd) has been established by University of Jyväskylä, JyväskyläUniversity of Applied Sciences and Jyväskylä Educational Consortium. Also, there are otherinstitutions that fund and support the export activities of educational services, such as JykesLtd (Jyväskylä Regional Development Company Jykes Ltd).3.2 TEAM ACADEMY FINLAND’S PERSPECTIVE ON THE EXPORT OF EDUCATIONTeam Academy Finland is in the middle of the politics, ambitions, ideas and plans of theexport of educational services. Our community has been dreaming of exporting our learningapproach both within Finland and to the world at large for the last ten or fifteen years. Thus,our ideas on “changing the world of education” and “promoting entrepreneurship” have beenwith us from the first days of our activities. The current favourable attitude of politicians andpublic sector authorities will surely help us in the upcoming years as we strive to go abroad.The Team Academy Approach has gained a great deal of interest in European Union, mainlythrough Society For Organizational Learning (SoL) network during the past 10 years. TeamAcademy Finland has been active member of SoL Finland and has also organized SoLconferences in Finland both on national and international level. Some prominent SoLmembers have helped us to promote our approach, such as Mr. Etienne Colligon (Solvay,France) and Mr. Peter Senge (USA) (by the way, if you read this: “Thank You for YourSupport!”).Over 1000 persons, both from business and educational fields, visit Team AcademyFinland each year. Approximately 20 % of them are abroad Finland, mainly fromEuropean Union countries. Visitors come to see our “innovative” and “fresh” approach tolearning. Phrases like: “Oh, your young people are so motivated and self-organizing!” and “Iwish that I would have had the opportunity to have my school like this!” can be heard during Team Academy Finland 2011 www.tiimiakatemia.fi
  • 9. OPENING PAPER 1.1 9 (19) The Academy for Systemic Change / Exemplars 15th of April 2011these visits. They also have a barrage of questions that we try to answer the best we can, e.g.“What is your curriculum like?”, “Who’s in charge here?”, “If the students have so muchfreedom, doesn’t this place fall in to anarchy?”, “How does team coaching differ fromteaching?”, “On what theories is Team Academy based on?” and “How do you evaluate yourstudents if you do not use exams?”. The Finnish dual education system with two differentkinds of higher education degree possibilities, different role of teachers (as coaches),colourful physical learning environment, vibrant noise everywhere and strange “classrooms”with chairs in circles and everything else raise a lot of questions, both doubtful and curious.In year 2006 we started our first international programme, Team Mastery. It is a “supportplatform” that helps the programme participants to establish “little-brother” or “little-sister”Team Academies or similar learning centres. Currently, third program cycle of Team Masteryis underway and fourth will start in spring of 2011.Some of the bravest and most enthusiastic visitors and Team Mastery participants haveestablished Team Academies to Europe. During years 2002-2011 over ten differentlearning centres have been born as illustrated in the network map below. Some of them arejust pilots or in the establishment phase, some of them are fledging units with only 10teampreneurs and some of them are full-blown master’s programmes within universities. Senac University Team Academy Kaos Pilots MSLS (Brazil, Sao Paulo) Surrey Cambridge Univesity Slovenia Iceland Team Academy Hungary Finland & Partus ProAcademy (Finland, Tampere) Network Map Team Academy Team Academy Euskadi Haarlem Mondragon Creative Impact Team Academy Team Academy (Madrid) Strassborough Team Factory Team Academy Paris Angers Team Academy Finland 2011 www.tiimiakatemia.fi
  • 10. OPENING PAPER 1.1 10 (19) The Academy for Systemic Change / Exemplars 15th of April 2011As you can see from the network map, Team Academy Finland is not alone. Our (not just“ours”, but everybody’s, as networks cannot be “owned”) network is on a phase where thereare lots of things happening but everybody’s doing their “own thing”. The plus side of this isthat every organization in the network will generate different kinds of solutions and models ofoperating. The minus side is that without some operating guidelines and ways of doing thingsthe network will not grow stronger and the ideas of Team Academy Approach will be diluted.Also, we are lacking resources (manpower and money) to provide help to each other.Now we are at the threshold of moving to next phase in our network. The classicalquestions about control, rules, power, rights and “the right way” are arising. And as thenetwork desperately needs resources, especially financial, the question about money isgrowing. To this point, almost anybody has had the right to establish his or her own TeamAcademy Finland without no obligations to pay to the brand owner and method developer,Partus Ltd. But, to develop things, money is needed and thus some way of getting it must bedeveloped.As the demand for Team Academies is growing, we need to develop some kinds of modelsthat allow easier and faster establishment of Team Academies. Currently we do have allkinds of materials and ideas on it, but we do not have enough solid and robust tools ormodels, that would be helpful in the establishment process.Currently (winter 2011) we in Team Academy Finland have made strategic decisions on ourinternational work as follows: 1. We’ll focus on higher education institutions (universities). 2. We’ll focus primary on European Union countries (but we do exchange information and knowledge with everybody be they from any other part of the world, of course!).The decisions above may, of course, change. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 11. OPENING PAPER 1.1 11 (19) The Academy for Systemic Change / Exemplars 15th of April 20113.3 EXEMPLARS AND OUR CHALLENGE "Do not wonder if I continue to raise issues which seem to be self-evident. I do it to get the discussion moving forward in a consistent manner. I do it not to tease you, but to prevent us from prior guessing each others ideas and stealing words from one anothers mouths. No - I want you to develop your own views in your own way, from within your starting points." - Socrates -Our current challenge that we would like to have ideas, answers, questions, opinions, models,theories, peer support, tools and “all things helpful” on from Exemplars consist of thefollowing questions (that may be, of course, reframed in the course of Exemplar process): 1. How to establish new Team Academies to European Union higher education universities in a organized fashion but so that there would be enough space and room for diversity (chaordic organization –style)? 2. How to generate Leading Thoughts and operational guidelines for our Team Academy network and keep the network committed to them? 3. What kind of financial model for getting resources would be suitable for our operations? How to make it fair, transparent and feasible for the network? As we (Team Academy Finland and its adult education unit Partus Ltd) do not operate on pro bono basis, what would be righteous amount of profit (not being greedy, that is) that we would deserve for allowing others to use our social innovation and brand that we have worked so hard to build for over 15 years? And for what purposes this profit should be used?We feel that we have stepped to a new country or area that we have never visited and that wehave no idea about. Finland is just taking its first steps in exporting education abroad and weare at the forefront of this activity. We know that there are lots of smart people out there inExemplars who have faced these things and devised solutions to them. We sincerely believethat Team Academy Approach will create great learning opportunities to the young people inEuropean Union and maybe in the whole world. New adventures are ahead. But as we allknow, travelling with others allows one to reflect the trip from many perspectives. That iswhy we joined Exemplars. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 12. OPENING PAPER 1.1 12 (19) The Academy for Systemic Change / Exemplars 15th of April 20113.4 OUR 3X3 CHALLENGE MATRIXUS management expert Peter Senge has stated that when creating visions, it is important tounderstand the difference between ends and means that are needed to achieve these ends.On the next page you’ll find our “3x3 Challenge Matrix” where we have drafted some ourmeans and ends to a compact sheet. This matrix is not a final one. It is just a draft that will bechanged and modified as new opportunities and ideas emerge. In the matrix - against Senge’sstatement - means and ends are merrily confused and mixed up with each other. But as thingsprogress, we’ll try to follow Senge’s fine advice and sort this matrix to make it “a version2.0” where our challenges are more clearly expressed. 1. What would success 2. What kind of capabilities 3. What kind of look like? and skills need to be built capabilities and skills need within the network to attain to be built within the core these successes? group to attain these successes?1. How to There are 5 established In each TA unit there is need to Understanding the "bigscale Team university-level TA units have capable Team Coaches picture" and seeing theAcademies that have operated for at (with deep knowledge on team system.to EU least 3 years. In addition, learning, team entrepreneurshiphigher there are 5 promising and team coaching) Ability to model differenteducation initiatives. phenomena present in thein an In each TA unit there is need to network (practices, ideas,organized, There is strong Team have capable unit managers ways of working, etc.) andbut free Academy brand identity (with parnership building skills, share it in the network.(chaordic) within the units and in leadership skills and a widefashion? the whole network. contact network). Understanding the status of the TA network. Team Academy In each TA unit there is a need Finland’s vision 2013 of to have a suitable team learning "Friend leadership", network being a leading environment and infrastructure. leadership and management international unit in the skills. field of teampreneurship We (need to) have the has been realized. capabilities to have network Knowledge on cultures. meeting forums and IT platforms for sharing information and knowledge as a network. General “skills” (characteristics) needed to succeed: courage, patience, perseverance and weird sense of humour. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 13. OPENING PAPER 1.1 13 (19) The Academy for Systemic Change / Exemplars 15th of April 20112. How to All TA units in the Skills needed to create Leading Skills and capabilities onco-create network have adapted Thoughts and guidelines: organizing network forumsand shared Leading Thoughts dialogue and communication and communicationsustain that have been created skills. Also, understanding of platforms to the network.Leading jointly. cultural similarities andThoughts differences of different TAs is Skills on developing anand All TA units in the important. auditing process model forguidelines network have adapted certifying Team Academies.for TA shared guiding principles Capabilities needed to createnetwork? that have been created Leading Thoughts and jointly. guidelines: network forums where ideas are discussed and All TA units participate decided upon to the renewal process of shared Leading Thoughts and guiding principles annually.3. What is Each unit in the network In each TA unit there is needed Skills and capabilities offeasible has a feasible business good relationships to funding building a model such asand model. sources (public, private and 3rd licensing to sustain thesustainable sector). support for TA network.financial Partus Ltd has sufficientmodel for funds to build and Also, each TA unit needs: good Support service skills andTA? maintain the support financial management skills capabilities that are needed services that the network and ability to develop to carry out staff training of needs. educational programs to the TA units, disseminating market. information and other similar things.3.5 SOME OBSTACLES WE FACE “Why make life easy when you can make it hard? There is joy in life when you have problems that you have to face and solve.” - Adaptation from marketing expert Mr. Timo Rope’s comment on entrepreneurship -To attain the objectives set forth in the 3x3 matrix we need to solve numerous tricky problemsand overcome more than a few obstacles. Ah, there is truly joy in facing and solvingproblems.The box below lists some of the problems and obstacles we are currently facing. It is nomeans definitive list as new issues are bound to emerge and go away as we progress in ourdevelopment work. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 14. OPENING PAPER 1.1 14 (19) The Academy for Systemic Change / Exemplars 15th of April 2011Some problems to solve, obstacles to overcome and challenges to be faced1. How to shift to a new business model?Approximately 90 % of our current revenue (and profit) comes from domestic (Finnish) markets. Sellingand implementing our coaching programmes generate this revenue. We make a living by doing thingsourselves (e.g. coaching). Creating new Team Academy units requires us to move from “direct doing” to“indirect supporting”. This requires a new business model where some of the revenue comes fromlicensing fees and providing support services (e.g. learning infrastructure). A too rapid shift from ourcurrent business model to a new one would cause massive imbalance in finances and financial gap. Howto make the transition smoothly?2. Engaging vision?We do have vision concerning our international expansion (as indicated in the 3x3 matrix). However, wehave an itching feeling that not everybody in our core network is fully engaged to it. It might be thatsome of our coaches might not even fully realize our intentions. How to engage everybody to supportthe vision and strive towards it? And how to participate everyone to co-create and supplement thevision? How to avoid the trap of “lofty top-down vision”?3. New, fresh competenciesNew business model (see challenge #1) requires us to develop new competencies and mindsets. Thus,some (or all?) of us have to step away from our comfort zones and go boldly where no man or womanhas gone before. We’ll need competencies in conducting business with different cultures, in laws andregulations, in licensing models and in many other fields. How do we change our mindsets? How do wedevelop our competencies? Do we need to recruit new people who have the needed competencies?4. The birth or death of salesman?We Finns normally consider ourselves to be excellent experts but poor salesmen or –women. Weinnovate all kinds of wonderful inventions but fail to sell them (or so do we think). Operating indifferent cultures requires more skill and grace in the art of selling than in Finland. Thus, we need bothmindset and competency in selling in order to achieve our goals. How to sell? Do we need “traditionalselling” or are there effective alternatives to it? And should we recruit new salesmen and –women tooperate in international settings? Team Academy Finland 2011 www.tiimiakatemia.fi
  • 15. OPENING PAPER 1.1 15 (19) The Academy for Systemic Change / Exemplars 15th of April 20114 O U R E X P E R IE N C E A N D A P P R O A C H4.1 FIELDS OF EXPERTICEIn Exemplars, we would like to give and share our feedback, comments, ideas, perspectives,feelings and experiences to other Exemplars. Good old dialogue is fine with us as is the morefashionable “crowdsourcing”.Below is a list on topics and themes we have experience on. Please consider it to be just aguideline list, not a definite and absolute one. Many Exemplars may have a lot moreexperience than we do in these matters.Our Fields of Experience and Expertise 1. Team building and team leading in both educational and business settings. We have practical experience of over 18 years in building and leading teams that operate for 3,5 years each in higher university setting. 2. Team coaching. Ditto. 3. Team entrepreneurship. Over 18 years we have developed and used practical methods that produce hands-on results. 47 % of our Team Academy Finland graduates are employed as entrepreneurs within two years of graduation. 4. Coaching team coaches. We’ve got our own “coach-the-coach” –program Team Mastery. 5. Learning organizations in practice. Team Academy is a learning organization with learning infrastructure, guiding ideas and practices. We live in learning organization every day, every hour. We have implemented the ideas and theories of learning organization (e.g. Senge’s ideas) to practice. 6. Higher education. As Team Academy is part of formal university system, we have knowledge and understanding on curriculums and European Union requirements concerning education (e.g. Bolognese process). 7. Adult education. Partus Ltd has educated over 700 entrepreneurs, managers and teachers in its adult education programmes. Each of them last 1,5 years, so they are long processes. In all of these programs Team Academy approach has been used.Please challenge us with your questions and bring forth your challenges. We’ll be happy towork with you in Exemplars! Team Academy Finland 2011 www.tiimiakatemia.fi
  • 16. OPENING PAPER 1.1 16 (19) The Academy for Systemic Change / Exemplars 15th of April 20114.2 ACTION ORIENTED APPROACH IN EXEMPLARSTeam Academy’s culture is pragmatic. We love to experiment with ideas and apply theoriesto practice. By reflecting on what happens, we create models that are refined with anothercycles of experimentation and reflection.In Exemplars we would like to work with challenges that are hands-on challenges. Byworking on and reflecting on them, we can generate both context-bound and universal modelsand ideas on the themes that Exemplars explores: scaling, embodiement, systemic change,presencing, etc. (Please see more: “The Academy: A Global Community for CollectiveCapacity Building - transforming the systems that shape how we live” –briefing paper, Jan19th 2011).So, our approach is action oriented: first we’ll experiment and then we’ll make a model out ofour experiences. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 17. OPENING PAPER 1.1 17 (19) The Academy for Systemic Change / Exemplars 15th of April 20115 IN F O R E S O U R C E SPartus Ltd www.partus.fiSoL Finland www.solfinland.orgTeam Academy Finland, basic info www.tiimiakatemia.fiTeam Academy Finland, information on Team http://partus.fi/LE-Jan2011-Academy Approach (various materials) Downloadable-MaterialsIf you are looking for information, please start from the last link indicated above. You’ll findthere plenty of materials on Team Academy.If you are interested on the books or theories that we use in Team Academy, please contact usand we’ll provide you a list of our favourite books where you can find some of our key ideas. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 18. OPENING PAPER 1.1 18 (19) The Academy for Systemic Change / Exemplars 15th of April 20116 NOTESOn our euro centrism:Through this document we have been telling things from the perspective of Finland and Europe. Weare well aware that Europe is small part of the world we live in. We do not wish to give anybody theimpression that Team Academy is “only European thing”. Team Academy Approach can be used inwide variety of contexts (education, business, third sector, etc.) and cultures (Western, Oriental,Arabic, American, Spanish, African, Finnish, etc.) in various ways by adapting them to the contextsand cultures. We oppose force-feeding of any perspectives or values to anyone (e.g. educating non-western managers to be “western managers” in “western MBA” by providing them only western ideas,theories or beliefs on management) but we do, naturally, present our approach, ideas and even values asalternative ways of thinking and seeing the world.On the different organizations involved:Team Academy Finland itself is part of public sector university. Its mission is to educate young people.Team Academy Finland, as an organization, does not generate profits or make business, as it is 100 %government funded. Partus Ltd is a close collaborator to Team Academy Finland. It operates as TeamAcademy Finland’s adult education unit. Its mission is to educate entrepreneurs, managers andprofessionals from educational field. Partus Ltd is a private company that does make (modest) profitsand is juridically and financially separate from Team Academy Finland. Partus Ltd produces servicesthat allow organizations to become and operate as Team Academies. Partus Ltd owns the TeamAcademy trademark.On our style of communicating with you:None of us are native speakers of English. This is reflected in all the documents that we produce aserrors and funny misunderstandings. We hope that you’ll understand this and have many laughs whenreading our texts. Our way of communicating is relaxed and non-formal, but we are serious on thematters we write about.We do use “Mr.” and “Ms.” prefixes to indicate the gender of person to avoid any embarrassingmisunderstandings. Finnish language does not have separate “he” or “she” words, just “he” (fin. hän)that can be a person of either gender. So sometimes we may make mistakes with he and she. Team Academy Finland 2011 www.tiimiakatemia.fi
  • 19. OPENING PAPER 1.1 19 (19) The Academy for Systemic Change / Exemplars 15th of April 2011A T T A C H M E N T : T E A M A C A D E M Y IN N U M B E R S NUMBERS ON TEAM ACADEMY FINLAND1. Numbers on Team Academy: Educational perspective 1.1. 200 students in Team Academy in 2010. 1.2. 50 students starting their BBA studies each year. 1.3. Total number of Team Academy graduates is 600 (BBA degree) during its operation 1993- 2010. 1.4. Graduation ratio in 2009 was 85 %.2. Numbers on Team Academy: Employment perspective 2.1. 91 % of students were employed within 6 months after graduation in 2009. 2.2. 37 % of students were employed as entrepreneurs within 6 months after graduation in 2009. 47 % of students as entrepreneurs after 2 years of graduation. 2.3. 54 % of students were employed as employees (“non-entrepreuners”) within 6 months after graduation in 2009.3. Numbers on Team Academy: Organizational perspective 3.1. Team Academy’s yearly educational budget in 2009 was 750 000 €. 3.2. Five (5) full-time and two (2) part-time coaches in Team Academy in 2009.4. Numbers on Team Academy: Team company perspective 4.1. There will be 12 team companies in Team Academy in autumn 2010 plus one (1). 4.2. Combined turnover of all team companies operating in Team Academy in 2009, excluding internal money transfers between the companies, was 1,5 million €. 4.3. Number of completed projects in Team Academy in 2009 was 150. 4.4. Completed projects in Team Academy in 2009, allotted with project size as follows: 15 Class A projects = over 10 000 € 52 Class B projects = 2 000-10 000 € 83 Class C projects = under 2 000 € 4.5. Average project turnover in 2009 was 10 000 € per project.5. Numbers on Team Academy: Impact on society 5.1. Combined amount of tax revenue generated to society from business activities carried out by the team companies operating in Team Academy in 2009 was 330 000 €.Note: Team Academy’s educational budget is 100% funded by the Finnish government. Team Academy’s team companies areco-operative companies that are totally independent and are legitimately separate from the Jyväskylä University of AppliedSciences. Team Academy Finland 2011 www.tiimiakatemia.fi

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