Global Leadership: Why being networked matters

GLOBAL  LEADERSHIP:  The Networked Leader  Why being  networked   maAers  Dr Cheryl Doig 2010 

•  Minimally Invasive EducaLon  (MIE).  •  A pedagogic method that uses the  learning environment to generate  an adequate level of moLvaLon to  induce learning in groups of  children, with minimal, or no,  intervenLon by a teacher.  hAp://www.hole‐in‐the‐wall.com/MIE.html  hAp://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educaLon.html 

Compare and contrast…  www. hAp://thinkglobalschool.org/ 

Focusing on the future sets leaders apart   The capacity to imagine  and arLculate exciLng  future possibiliLes is a  deﬁning competence of  leaders. You have to take  the long‐term  perspecLve. Gain insight  from reviewing your past  and develop outsight by  Kouzes & Posner (2010:xxii) The  looking around.  Truth about Leadership 

LEADERSHIP GROWTH AREAS  •  Leads Self  •  Leads Others  •  Leads the Organisa.on  The Leadership Capability Framework is supported by a concept‐ based Learning Maps that provides a shared language about  leadership. The Framework and Learning Maps are designed to be  customised.  hAp://www.acelleadership.org.au/learning‐resources 

Who is the most networked leader you know? 

InnovaLon    Culture & Change  –  Risk  –  AssumpLons  –  Sustainable change – abandonment  –  Building collecLve capabiliLes    Entrepreneurship  –  Enterprise  –  Flexibility – adapLve systems  –  Divergent thinking  –  PossibiliLes… 

Builds Partnerships & Networks    Community  –  Partnerships & alliances  –  Offers assistance to others    Connec8vity  –  Ripple effect – unintended consequences  –  Data  –  Connect to people and contexts  Also poli2cal and advocacy/influence 

hAp://www.waimairi.school.nz/ 

 A disconnected  and disengaged  workforce  operaLng in a  rapidly changing  and disconnected  work environment  means lost  producLvity  hAp://www.slideshare.net/marknadsstod/enterprise‐20‐eﬃcient‐collaboraLon‐and‐ knowledge‐exchange‐slideshare 

hAps://portal.educaLon.tas.gov.au/schools/THS/ Home/Pages/Default.aspx 

David HamleA ‐ Taroona High School Hobart, Tasmania  Local and global  community  (within and beyond  educaLon)  Listening to students  AdapLve leadership 

There is nothing that says we can’t do things with  technology as long as we accept the risk. So in  that sense a risk adversive school will not do any  of this sort of stuﬀ because of all the  misconcepLons that are in the news and media  about no connecLng kids to people you don’t  know. As long as you understand the risk and you  mediate it and you teach kids about the risks  then I think you can manage it. So it’s not about  saying it doesn’t exist, it’s about  recognising it  exists and then building some risk protecLve  behaviours or management around that.  

 It’s not teachers  that drive that  global  connectedness its  kids because they  are already  globally connected  in lots of ways…  What we have to  understand as  teachers is how we  can best  advantage that.  

 It starts in a local  community, a bit like  a virus, it starts  locally, spreads  around your  community…..   TransiLonal ‐  ‐  ‐  ‐  ‐  ‐  ‐  ‐  ‐  ‐  ‐  ‐  TransformaLonal 

Another possibility of course, is that educators will exert  another kind of leadership, a leadership that connects the  world of teaching and learning with the life world of  community.            ‐ Robert StarraD  •  How do these  leaders innovate?  •  What evidence is  there of  partnerships and  networks  developing? 

 AdapLve  leadership is the  pracLce of  mobilising people  to tackle tough  challenges and  thrive.  Heifetz, Grashow & Linsky, 2009  www.thinkbeyond.co.nz 

QualiLes of an AdapLve OrganisaLon  • Name the Elephant in the  room  • Share responsibility for the  for the organisaLon’s future  • Value Independent  Judgment  • Build leadership capacity  • InsLtuLonalise reﬂecLon  and conLnuous learning 

Heterarchy & Wirearchy  hAp://www.wirearchy.com/ 

hAp://weareroom1.wikispaces.com/  Clarence Fisher, blogger and classroom teacher, suggests a model of “teacher as network  administrator”112: Just as our mind is a conLnuously evolving set of connecLons between  concepts, so our students and their learning can become placed at the centre of a personal  learning network which they construct with our help. Helping students to gain the skills  they require to construct these networks for learning, evaluaLng their eﬀecLveness, and  working within a ﬂuid structure is a massive change in how the dynamics of classrooms are  usually structured. 

hAp://www.globalcommuniLesnz.com/index.html 

www.schoolofeverything.com  

hAp://www.geLdeas.org/ 

www.alpineleadership.com 

L  Opportuni8es to develop as a networked leader over the next 10 weeks  9  Best imaginable outcome:  CollaboraLng on a regular basis over important maAers of school development using a  variety of media like video conferencing. Sharing individual school PD sessions ‐  opening to other cluster parLcipants. Teams across schools meeLng for shared  meeLngs.  Inquiry groups formed across schools  8  To share data across schools for moderaLon and trends  7  Regular on‐line collaboraLon ‐ google docs, blog etc.  6  Visit other school with clear intenLons.  Use others as support and resources/ideas.  Across school team learning walks.  5  Use inquirer/advocacy to gain deeper understanding and clarity of shared ideas  4  DP/AP termly meeLngs building on senior management meeLng  3  To establish shared and agreed upon protocols. Debrief as a team arer each meeLng.   What is it that we can acLon or should discuss?  2  AcLvely parLcipate in meeLngs, sharing ideas and thoughts/discussion  1  Minimum expectaLon: In the next term each member of our leadership cluster will  make at least one contribuLon to discussion.  Idea used with permission Dan.buckley@camb‐ed.com 

L  Opportuni8es to improve cluster collabora8on over the next term  9  Best imaginable outcome  OpportuniLes to improve cluster collaboraLon over the next term  8  7  6  5  4  3  2  1  Minimum expectaLon: In the next 10 weeks teachers will connect with a  teacher from a diﬀerent year level or subject level  Idea used with permission Dan.buckley@camb‐ed.com 

 ConnecLon by technology without  trust is merely traﬃc. Trusted  connecLon without technology is an  opportunity lost. To survive as a  species we need both, but not at the  expense of the other.  Karen Stephenson, NetForm, Inc. 2009 

 Leadership is an inﬂuencing relaLonship  Two recommended books…. 

Visit hAp://www.acelleadership.org.au/ to explore the framework in more depth 

www.thinkbeyond.co.nz  www.alpineleadership.com  c.doig@thinkbeyond.co.nz 

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Global Leadership: Why being networked matters

by Cheryl Doig on Sep 29, 2010

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Global Leadership: Why being networked matters — Presentation Transcript